document resume massey, romeo; and others career … · document resume. ed .092 660. ce 001235....
TRANSCRIPT
DOCUMENT RESUME
ED .092 660 CE 001235
AUTHOR MaSsey, Romeo; And OthersTITLE Career Education: An Introduction. *
INSTITUTION Florida State Dept. of Education, Tallahassee. Div.of Vocational, Technical and Addlt Education.;Florida State Univ., Tallahassee. Career Education'Center.
PUB DATE 74NOTE 125p.
.
EDRS PRICE MF00.75 HC-$5.40 PI.US POSTAGEDESCRIPTORS *Autoinstructional kids; .*Autoinstructional Programs;
*Career Education; Counseling; Decision Making;Employment Opportunities; ,Evaluation Techniques;*Inservice Progpms; Indervice Teacher Education;Integrated CurriCulum; Models; OccupationalClusters;*Program Development; Program Planning; StateCurriculum Guides; Work Attitudes
IDENTIFIERS Career Awareness; Career Education'. Elements;Florida
ABSTRACTThe introductory guide has been designed to provide
Florida teachers, counselors, and administrators with aself-instructional system of inservice training in basic-Concepts ofcareer education. Materials can be_used individually or-in a workshopsetting. The materials help to,acguaint the reader with concepts,misconceptions, reasons for having career education,_ background ofthe career education mowe-ment, career education elements(self-awareness, educational awarenesSe career awareness,' economicawareness, decision Wing,'beginning-competency, employabilityskills, attitudes andiappreciationS), State program, career education.models, curriculum phases and critical counseling points,occupational:clusters, and' planning.and, implementation of a 'program:\After each section, questions and exercises are included to checkcompiehension and.abllity to apply concepts; optional readings also .
havecvbeen,suggested for amplification and clarification. The finaltask is a career- centered educational activity to synthesize thereader,S'professional: experience with the career education approach:Individual demographic data, results of included pre/post tests, andan opinion questionnaire'are requested of users of this guide as ameans of assessment of the-efficiency and acceptability of this typeof instructional program; (EA)
L
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RT
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NT
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CO
PY
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IGH
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D M
AT
ER
IAL
HA
S B
EE
N G
RA
NT
ED
BY
K. M. Eaddy, Chief
Bur. of Voc. Research
TO
ER
IC A
ND
OR
GA
NIZ
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MIR
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PE
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TH
E C
OP
YR
IGH
TO
WN
ER
Thi
s in
stru
ctio
pal s
yste
m w
as p
rodu
ced
unde
r th
e sp
onso
rshi
p of
the
Div
isio
n of
Voc
atio
nal T
echn
ical
and
Adu
ltE
duca
tion,
and
adM
inis
tere
d by
the
Car
eer
Edu
catio
n C
ente
r, C
aree
r E
duca
tion
Cur
ricul
um L
abor
ator
y, o
f The
Flo
rida
Ste
w U
nive
rsity
; and
is m
eant
to p
rovi
de F
lorid
a sc
hool
dis
tric
ts w
ith a
sel
f-in
stru
ctio
nal s
yste
m to
be
used
for
in-s
ervi
ce tr
aini
ng o
f the
sta
te's
edu
catio
nal p
erso
nnel
in th
e ba
sic
conc
epts
of c
aree
r ed
ucat
ion.
I.
The
Pro
ject
Pro
-CE
SS
sta
ff w
ho p
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trod
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evel
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Mea
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t/Tes
ting
Logi
stic
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yste
ms
Art
Dire
ctor
Rom
eo M
. Mas
sey
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atio
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Dr.
Rob
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athr
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irect
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aree
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duca
tion
Cen
ter
Dr.
Jam
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. Edm
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aree
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duca
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Cur
ricul
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abor
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FLO
RID
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UN
IVE
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-Thi
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doc
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pro
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an
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r co
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cato
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n-se
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the
basi
cco
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f car
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educ
atio
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Aut
horiz
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prod
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her
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tate
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of P
ublic
. Edu
catio
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def
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in22
8.04
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lorid
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tatu
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No
auth
oriz
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for
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epro
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out
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Sta
teof
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lic In
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t prio
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AT
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The
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aree
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Mov
emen
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Key
Def
initi
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7W
HA
T IS
CA
RE
ER
ED
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AT
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?E
lem
ents
and
Out
com
es
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eer
Edu
catio
n M
odel
s
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hase
s an
d C
ritic
al C
ouns
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g P
oint
s
Occ
upat
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l Clu
ster
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of C
aree
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duca
tion
8H
OW
IS IT
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oals
Com
e F
irst
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plem
enta
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Ove
rvie
w
Car
eer
Gui
danc
e: T
he N
ew P
ersp
ectiv
eT
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aree
r D
evel
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eam
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RE
AT
IVE
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OS
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AT
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NS
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1 hr
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min
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45 m
in.
12B
IBLI
OG
RO
Hy
EN
CLO
SU
RE
S P
OS
TE
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aree
r ed
ucat
ion:
. . e
lem
ents
and
out
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ters
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OS
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aree
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ucat
ion
conc
epts
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112-
114
115-
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ide
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9
Gen
eral
Info
rmat
ion
Que
stio
nnai
repa
ge 1
0
Ans
wer
Pre
-tes
tpa
ges
12-1
6
Tra
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com
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page
17
tativ
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s 96
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page
s 10
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s 11
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7
Pref
ace
"Car
eer
Edu
catio
n: A
N IN
TR
OD
UC
TIO
N"
has
been
des
igne
d, fo
r us
e by
teac
hers
,co
unse
lors
, adm
inis
trat
ors,
and
oth
"l.'
s co
ncer
ned
with
impl
ehie
ntin
g ca
reer
edu
catio
npr
ogra
ms.
The
mat
eria
ls c
an b
e us
ed in
a w
orks
hop
setti
ng o
r by
an
indi
vidu
al w
orki
ngal
one.
'
The
pur
pose
of t
his
book
ist
acqu
aint
you
with
the
back
grou
nd, c
once
pts,
term
inol
ogy,
and
som
e of
the
prac
t cal
exp
erie
nce
whi
chw
illbe
hel
pful
to y
ou fo
ref
fect
ive
part
icip
atio
n in
the
plan
ning
, des
ign,
and
/or
impl
emen
tatio
n of
car
eer
educ
atio
nin
you
r in
divi
duar
area
of r
espo
nsib
ili y
. Afte
r yo
u ha
ve w
orke
d yo
ur w
ay th
roug
h th
ebo
ok, y
ou w
ill b
e in
a b
ette
r po
sitio
n t
:
expl
ain
the
need
s w
hich
leto
the
prop
osal
of c
aree
il, e
duca
tion
as a
sol
utio
n.
desc
ribe
the
back
grou
nd o
the
care
er e
duca
tion
mov
emen
tand
som
e of
its
goal
s. I.
expl
ain
the
inte
rrel
atio
nshi
p of
car
eer
edud
atio
n, v
ocat
iona
l edu
catio
n, a
ndth
e tr
aditi
onal
aca
dem
ic c
urr\
culu
m..
dem
onst
rate
fam
iliar
ity w
ithls
ome
of th
e m
ajor
car
eer
educ
atio
n m
odel
s an
dco
ncep
ts.
iden
tify
seve
ral r
oles
of t
he te
ache
r in
the
impl
emen
tatio
n of
car
eer
educ
atio
nin
the
scho
ols.
desi
gn a
car
eer
orie
nted
act
ivity
app
ropr
iate
for
your
ow
n cl
assr
oom
or
area
of r
espo
nsib
ility
, rel
atin
g it
to b
asic
car
eer
educ
atio
n co
ncep
ts.
Of c
ours
e, th
is la
tter
activ
ity w
ill b
e th
e un
ique
res
ult o
f you
r ow
n cr
eativ
ity a
ndfa
mili
arity
with
you
r pa
rtic
ular
sitt
iatio
n, s
o th
ere
is n
o rig
ht o
r w
rong
des
ign
as s
uch
You
will
be
the
judg
e of
the
qual
ity a
nd u
tilitN
i of t
he fi
ne(
prod
uct,
alth
ough
you
may
,w
ish
to s
hare
it w
ith y
our
colle
ague
s an
d de
cide
on
som
e ad
ditio
nal u
se fo
r it
How
to u
se th
e pr
ogra
m.
Cho
ose
a pl
ace
to w
ork
whe
re y
ou w
ill\b
eco
mfo
rtab
le a
nd h
ave
adeq
uate
spa
ce to
spre
ad o
ut y
our
mat
eria
ls. S
ever
al in
sert
s an
d po
ster
s, a
ll re
late
d to
the
prog
ram
, are
:-
incl
uded
in th
is.p
acka
ge.
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11
The
con
tent
gui
de (
page
-2)
has
an in
dica
tion
of th
e ap
prox
imat
e tim
e ne
eded
toco
n.pl
ete
each
sec
tion.
Thi
s is
not
mea
nt a
s a
time
limit,
but
sim
ply
as in
fort
hatio
nto
help
you
pla
n yo
ur o
wn
sche
dule
.I
The
re a
re g
uide
s th
roug
hout
the
book
, to
aid
you
in g
ettin
g th
el m
ost o
ut o
f the
tim
ean
d ef
fort
you
put
into
the
prog
ram
. Afte
r ea
ch -
sect
ion,
que
stio
ns a
nd e
xerc
ises
are
incl
uded
so
that
you
may
che
ck y
our
com
prie
hens
ion
and
abili
ty to
app
ly th
e co
ncep
tsyo
U h
ave
lear
ned.
For
the
mos
t effe
ctiv
e le
arni
ng, i
t is
reco
mm
ende
d th
at y
ou ta
ke th
e!
time
Wre
spon
d w
hen
it'is
app
ropr
iate
Thi
s \w
ill b
e he
lpfu
l-to
yoU
ln p
repa
ring
you-
tode
sign
you
r fin
al ta
sk, a
car
eer-
cent
ered
edu
catio
nal a
ctiv
ity. Y
ou m
ay g
o ba
ck o
ver
the
mat
eria
l as
man
y-,ti
mes
as
you
wis
h be
fore
res
pond
ing
to a
que
stiO
n, o
r co
mpl
etin
g-an
exer
cise
.,O
ptio
nal:
read
ings
hal
e be
en s
ugge
sted
in o
rder
to c
larif
y, o
r am
plify
, the
bas
icco
ncep
ts p
rese
nted
in th
is p
rogr
am. T
hese
rea
ding
s ha
ve b
een
sele
cted
from
am
ong
the
myr
iad
exam
ples
ava
ilabl
e, a
s-th
e ve
ry b
est i
n te
rms
of c
onte
nt a
nd 'p
rese
ntat
ion.
Whe
nyo
u fin
ish
the
Pro
gram
,,all
the
mat
eria
ls a
reyo
urs.
to k
eep
for
use
as a
lread
y re
fere
nce,
or
to h
elp
you
expl
ain
care
er e
duca
tion
to o
ther
s.\
A fl
owgu
ide
of th
e m
ajor
act
iviti
es in
this
cou
rse
of :i
nstr
uctio
n is
loca
ted
on p
age
4.Y
otfiv
ill fi
nd y
our
Iden
tific
atio
n N
umbe
r at
the
botto
m o
fthe
flow
guid
e.;,
AT
-you
can
see
in. t
he fl
owgu
ide,
dur
ing4
he -
cour
se o
f thi
s pr
ogra
rri y
ou w
ill b
e as
ked
to p
rovi
de:d
emO
grap
hic
data
on
your
self;
:iii4
pre
/pos
t tes
ts, d
esig
n an
inst
ruct
iona
l.
iac
tiviti
i, an
d fil
l out
a q
uest
ionn
aire
giii
ing
You
rfop
inio
ns a
bout
the'
cour
se o
f ins
truc
tion.
In a
ll ca
ses,
the
data
are
mea
nt to
gen
erat
e a
stat
ewid
e pO
bl o
f .in
form
atio
n ab
out t
heef
ficie
ncy
and
acC
epta
bilit
y of
this
type
ofin
stn&
tiona
l pro
gram
.no
cas
e w
ill th
ein
form
atio
n be
use
d to
rna
ke a
ny r
atin
g on
you
as
a le
arne
r.T
he 'P
re/p
ost t
ests
are
mad
e up
of p
aral
lel t
est\
item
s w
hiC
hdea
l with
the
cont
ent o
fth
ein
stru
ctio
nal
; pro
gram
, and
are
bas
ed o
n .th
e pe
rfor
man
ceob
ject
iyes
of t
heI
inst
ruct
iona
l, m
ater
ials
. You
will
wan
t to
know
how
muc
h yo
ur h
ave'
, lea
rned
as
a re
sult
ofgo
ing
thro
ugh
the
cour
se o
f ins
truc
tion,
and
taki
ng th
e pr
e/po
st te
sts
and
grad
ing
them
'you
rsel
f will
,giV
e yo
un
answ
er *
this
que
stio
n' a
s so
on a
s yo
u ha
ve fi
nish
ed th
e'p
rogr
am. T
his
sam
e, in
form
atio
n w
ill a
llow
the
auth
ori t
o de
cide
if th
e m
ater
ials
did
, in
fact
, acc
ornp
lisha
wha
t_th
ey w
ere
supp
osed
to a
ccom
plis
h, a
nd if
not
will
hel
p th
em to
deci
de w
hat m
ust b
e re
vise
d.
If y
ou w
ant t
o ta
ke b
reak
s as
you
go th
roug
h th
e pr
ogra
m,
it w
ould
be
best
to ta
ke th
emat
the
poin
ts in
dica
ted,
rat
h'er
than
in th
e m
iddl
e of
sec
tions
.'
if
.
The
deM
ogra
phic
dat
a w
ill 'b
e us
ed to
gro
up te
ache
rs, c
ouns
elor
s, a
dmin
istr
ator
s, e
tc.,
and
to c
ensi
pare
the
resu
lts o
f the
pre
/pos
t tes
ts o
n a
stat
ewid
e ba
sis
to s
ee if
ther
e is
any
diffe
renc
e in
the
effic
ienc
y of
the
mat
eria
ls w
hen
used
by
diffe
rent
gro
ups
of e
duca
tcrs
.T
he q
uest
ionn
aire
s w
ill fo
rm th
e ba
sis
for
the
Sta
te D
epar
tmen
t of E
duca
tion
judg
ing
whe
ther
or
not t
his
.tyfio
f ins
truc
tiona
l pro
gram
sho
uld
be :u
sed
in o
ther
equ
ival
ent
in-s
ervi
ce tr
aini
ng p
rogr
ams.
.pt
Fin
ally
,- th
e ac
tivity
you
des
ign
will
be
writ
ten,
on p
aper
whi
ch w
ill p
rovi
de y
ou w
ithau
tom
atic
cop
ies
of y
ourw
ork
so, i
f you
cho
ose,
.you
may
sha
re y
our
desi
gn w
ith o
ther
san
d st
ill m
aint
ain'
a co
py fo
r yo
urse
lf.In
ord
er to
mak
e th
e ju
dgm
ents
abo
ut th
e ef
ficie
ncy
and
acce
ptab
ility
of t
he le
arni
ngsy
srei
n th
at h
as ju
st b
een
outli
ned,
the,
euth
ors
wou
ld li
ke -
to a
sk y
our
coop
erat
ion
innA
ing
this
info
rmat
ion
avai
labl
e to
us.
7his
is a
pur
ely
volu
ntar
y ac
t on
your
par
t, bu
tW
e kn
ow th
at -
as. a
fello
w e
duca
tor
you
will
wan
t to
see
a sy
stem
suc
h as
this
judg
ed o
nth
e ve
ry b
eat d
ata
and
opin
ions
ava
ilabl
e. T
oth
e in
form
atio
n av
aila
ble
to u
s, s
impl
ytr
ansf
er a
il yo
ur a
nsw
ers
(i.e.
, the
dem
ogra
phic
,que
stio
ns, t
he p
re/p
ost t
ests
and
the
ques
tionn
aire
) to
the
IBM
com
pute
rshe
et w
hich
has
bee
n en
cici
sed
in th
e pa
ckag
e. Y
ouw
ill e
ncou
nter
mor
e de
taile
d di
rect
ions
reg
ardi
ng th
is a
s yo
u w
ork
thro
ugh
-the
. mat
eria
ls.
Dep
endi
ng o
n w
heth
er y
ou w
ill b
e us
ing,
the
mat
eria
l ind
ivid
ually
or
in g
roup
s, th
ese
com
pute
r sh
eeti
can
be r
etur
ned
indi
vidu
ally
(us
ing
the
prpn
ald
enve
lope
whi
ch is
incl
uded
), ;o
r gi
ven
to)f
our
grou
p ac
tivity
lead
er w
ho w
ill r
etur
n th
em.
Plea
se f
ind
the
com
pute
r an
swer
she
et a
nd r
eal t
he f
ollo
win
g
Thi
s se
ctio
n te
lls y
ou a
bout
the
Com
pute
r A
nsw
er S
heet
. You
will
be
requ
este
d to
tran
sfer
to it
you
r an
swer
s to
ALL
the
ques
tionn
aire
s an
d te
sts
in th
is p
rogr
am.
The
she
et h
as b
een
desi
gned
to b
e ha
ndle
d by
a c
ompu
ter.
Ple
ase
DO
NO
T fo
ld o
rm
utila
te in
any
way
..
In m
arki
ng y
our
answ
ers,
PLE
AS
E U
SE
TH
E #
2 P
EN
CIL
PR
OV
IDE
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TH
EP
AC
KA
GE
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ll in
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me
and
info
rmat
ion
abou
t ins
truc
tor,
Dep
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gnor
e th
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anks
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Not
e th
at th
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mbe
rs o
n th
e sh
eet r
un fr
om le
ft to
righr
AC
RO
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the
shee
t, i.e
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ompu
ter
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er s
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ale
s:. C
ut<
saa.
ow
e A
-os
---
You
r id
entif
icat
ion
num
ber
is lo
cate
d at
the
botto
m o
f the
Flo
wgu
ide
on p
age
4.P
leas
e fil
l in
this
num
ber
on th
e C
ompu
ter
Ans
wer
She
etin
the
spac
e la
bele
d "id
entif
icat
ion
num
ber.
" F
ill o
ut th
e to
pbo
xes,
firs
t with
you
r id
entif
icat
ion
num
ber,
and
then
blac
ken
the
corr
espo
ndin
g sp
ace
in e
ach
appr
opria
te c
olum
nso
that
the
blac
kene
d sp
aces
dup
licat
e yo
ur id
entif
icat
ion
num
ber. A
fter
you
fill i
n yo
urID
EN
TIF
ICA
TIO
NN
UM
BE
R, p
leas
e pr
ocee
d to
the
next
pag
e.
Gen
eral
info
rmat
ion
ques
tionn
aire
Thi
s se
ctio
n co
ntai
ns q
uest
ions
num
bere
d fr
om 1
-8. Y
our
answ
ers
to th
is q
uest
ion-
.
naire
will
be
the
basi
s fo
r gr
oupi
ng th
e pr
e/po
st te
st d
ata.
The
res
ultin
g ac
ross
-gro
upco
mpa
rison
s w
ill b
e us
ed to
rev
ise
the
mat
eria
ls.
Thi
s in
form
atio
n w
ill n
ot b
e re
late
d to
you
as a
n in
divi
dual
.D
irec
tions
:P
leas
e re
ad e
ach
qUes
tion
care
fully
; the
n se
lect
your
ans
wer
from
am
ong
the
give
n ch
oice
s. In
dica
te y
our
choi
ce o
n th
e C
ompu
ter
Ans
wer
She
et. T
o do
so,
sim
ply
blac
ken
(with
the
penc
il pr
ovid
ed w
ith th
e m
ater
ials
) th
e S
pace
that
cor
resp
onds
toyo
ur c
hoic
e. M
ake
sure
that
you
mar
k yo
ur a
nsw
er in
the
corr
ect s
pace
. Rem
embe
r,qu
estio
n nu
mbe
rs r
unA
CR
OSS
the
answ
er s
heet
!
Whi
ch o
f the
folld
win
g m
ost a
ccur
atel
y de
scrib
es y
our
prof
essi
on?
Ple
ase
choo
se o
nly
one:
1.A
dmin
istr
ator
2.'C
ouns
elo
3.T
each
erA
cade
mic
Sub
ject
s4.
Tea
cher
Voc
atio
nal S
ubje
cts
5.O
ther
,
2 H
ow m
any
year
s of
full-
tinte
pro
fess
iona
l _ex
perie
nce
have
you
had?
1.Le
ss th
an 'o
ne-y
ear
2.1-
5 ye
ars
3.M
ore
than
five
yea
rs
3 H
ow m
any
in-s
ervi
ce a
ctiv
ities
(w
orks
'oP
s, le
ctur
es, e
tc.)
on
Car
eer,
Edu
catio
n ha
ve y
ou a
ttend
ed th
at in
volv
ed m
ore
than
half
a da
y?
1.N
one,
bef
ore
this
2.1-
2 pr
ogra
ms
3. ,T
hree
or
mor
e pr
ogra
ms
4Is
a C
aree
r E
duca
tion
Pro
ject
cur
rent
ly ip
full
oper
atio
n in
your
sch
ool d
istr
ict
I, e.
; rea
ched
impl
emen
tatio
n st
age?
1.Y
es2.
No
3.-
Don
't K
now
5 W
ith w
hich
of t
he fo
llow
ing
grad
e le
vels
do
you
pres
ently
have
the
mos
t con
tact
in y
our
prof
essi
on?
1.E
lem
enta
ry (
grad
es 1
-6)
2.Jr
. Hig
h or
Mid
dle
Sch
ool (
grad
es 7
-9)
3.S
enio
r H
igh(
grad
es 1
0-12
)4.
Com
mun
itysC
olle
ge (
grad
es 1
2-14
)5.
Oth
er
6 H
ow d
o yo
u pl
an to
take
this
Pro
gram
?
1.In
divi
duai
iy2.
In a
gro
up s
ettin
g
'7In
rel
atio
n to
the
extr
insi
c be
nefit
s ac
crue
d' b
y yo
urse
lf in
taki
ng th
is P
rogr
am, w
hich
of t
he fo
llow
ing
mos
t acc
urat
ely
desc
ribes
you
r si
tuat
ion?
-
1.C
ompo
nent
poi
nts
(or
in-s
ervi
ce tr
aini
ng c
redi
tsor
poi
nts)
will
be
gran
ted
for-
the
time
spen
t in
com
plet
ing
this
prog
ram
(in
divi
dual
lY, o
r as
par
t of a
gi-o
up)
2. N
o be
nefit
s, n
o cr
edits
(ex
clud
ing
pay)
3. O
ther
ben
efits
(ex
clud
ing
pay)
8 H
ave
you
been
gran
ted
rele
ase
time
to c
ompl
ete
this
Pro
gram
?
1.Y
es2.
No.
Mak
e su
re th
at y
our
answ
ers
wer
e, r
ecor
ded'
in s
pace
s 1
thro
ugh
8 on
the
Com
pute
rA
nsw
er S
heet
. The
n pr
ocee
dto
the
next
pag
e:
Pret
est
It is
rec
omm
ende
d th
at y
ou ta
ke th
is P
rete
St b
efor
e yo
u be
gin
the
prog
ram
. It w
ill in
dica
te to
you
hoW
muc
h yo
u al
read
y kn
owan
d ho
w m
uch
you
can
get o
ut o
f the
pro
gr'a
m. S
ever
al o
f the
ques
tions
cov
er s
peci
aliz
ed in
form
atio
n w
hich
jis
pres
ente
d in
the
prO
gram
. Do
not w
orry
bou
t thi
s. IC
you
hav
e no
idea
wha
t the
corr
ect a
nsw
er is
, sim
ply
sele
ct th
e "D
on't
Kno
w"
resp
onse
.T
he d
ata
,from
this
Pre
test
will
be
used
in r
evis
ing
the
inst
ruct
iona
l mat
eria
ls. P
leas
e, d
o no
t for
get k
to tr
ansf
er y
our
answ
ers
to th
e C
oMpu
ter.
Ans
wer
She
et. T
he in
form
atio
ri w
ill n
otbe
rel
ated
to y
ou a
s an
indi
vidu
al in
any
man
ner.
-T
he te
st q
uest
ions
are
num
bere
d 9-
38.
Dire
ctio
ns:
Rea
d ea
ch q
Ues
tion
care
fully
, and
then
:
Sel
ect y
our
answ
er fr
om a
mon
g th
e gi
ven
choi
ces.
Rec
ord
your
ans
wer
on
the
Pre
test
itse
lf (in
the
book
) by
enci
rclin
g th
e nu
mbe
r co
rres
pond
ing
to y
olk
choi
ce.
Com
plet
e th
e te
st..
Tra
nsfe
r yo
ur 4
.sw
e r
s to
the
Com
pute
r A
nsw
er S
heet
insp
aces
9 th
roug
h 38
.M
ake
sure
you
hav
e th
e rig
ht q
uest
ion
num
ber
and
the
right
choi
ce n
umbe
r.
BE
GIN
TH
E T
ES
T
9 T
he te
rm "
care
er"
is b
est d
efin
ed a
s:
1. A
pai
d pr
ofes
sion
or
occu
patio
n2.
A s
erie
s of
pai
d pr
ofes
sion
s or
occ
upat
ions
3.A
ll lo
ng-t
erm
rol
es p
aid
or u
npai
d":
4.D
on't
Kno
w
10T
he p
roce
ss o
f car
eer
deV
elop
men
t in
an in
divi
dual
:
1.be
gins
in e
arly
chi
ldho
od a
nd c
ontin
ues
thro
ugh
late
2.be
gins
with
ado
lesc
ence
and
con
tinue
s th
roug
h th
el a
dult
year
s.
3.be
gins
a li
ttle-
befo
re a
dole
scen
ce a
nd c
ontin
ues
wel
l int
ohi
s ad
ult y
ears
.4.
begi
ns in
ear
ly c
hild
hood
and
con
tinue
s th
roug
hout
the
adul
t yea
rs.
5.D
on't
Kno
w
adol
esce
nce.
11C
aree
r E
duca
tion
and
Voc
atio
nal E
duca
tion
do n
ot m
ean
the
sam
e th
ing.
The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
12 A
maj
or p
robl
em fa
cing
car
eer
educ
atio
n pr
ogra
m p
lann
ers
inF
lorid
a sc
hool
dis
tric
ts h
as b
een
the
lack
of
stat
ele
vel
tund
ing.
Thi
s st
atem
ent i
s:
1.T
rue
2.F
alse
.3.
Don
't K
now
13 T
he F
lorid
a Le
gisl
atur
e as
sign
ed th
e re
spon
sibi
lity
for
care
ered
ucat
ion
prog
ram
s pl
anni
ng to
the
loca
l sch
ool d
istr
icts
. The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
14 A
lthou
gh U
SO
E C
omm
issi
oner
1arla
nd p
erso
nally
bac
ked
the
Car
eer
Edu
catio
n id
ea in
'his
"C
aree
r E
duca
tion
Now
"sp
eech
, dev
elop
men
t of t
he id
ea w
as d
elay
ed fo
r la
ck o
ffu
nds.
The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't.
Kno
w
15It
is a
ntic
ipat
ed th
at, b
y 19
80, o
nly
two
out o
f ten
jobs
inA
mer
ica
will
req
uire
a c
olle
ge d
egre
e. T
he fo
rego
ing
stat
e-m
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
16It
is a
ntic
ipat
ed th
at a
typi
cal l
abor
forc
e m
embe
r in
the
next
deca
de w
ill c
hang
e jo
bs 2
-3 ti
mes
in h
is/h
er c
aree
r. T
hefo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
17 A
bout
a th
ird o
f the
tota
l cos
ts O
f edu
catio
n in
197
0-71
was
due
to d
ropo
uts
from
sch
ool a
t 4ar
ious
leve
ls. T
he fo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
18 T
oday
, we
spen
d m
ore
mon
ey o
h ed
ucat
ion
than
on
natio
nal
defe
nse.
Thi
s st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
19 T
he A
dvis
ory
Cou
ncil
for
Voc
atio
nal E
duca
tion
in 1
967
oppo
sed
the
expa
nsio
n of
voc
atio
nal e
duca
tion
into
aifa
broa
der.
conc
ept o
f car
eer
edtio
nbec
ause
it im
plie
d si
gnifi
cant
chan
ges
in th
e pr
esen
t edu
catio
nal s
truc
ture
. The
fore
goin
gst
atem
ent i
s:
20
1.T
rue
2.F
alse
3.D
on't
Kno
w
Man
y of
the
prec
urso
r pr
ogra
ms,
suc
h as
the
"Tec
hnol
ogy
for
Chi
ldre
n" a
nd th
e "I
ndus
tria
l Art
s C
urric
ulum
Pro
ject
,"(I
AC
P)
wer
e ac
tual
ly c
ompr
ehen
sive
car
eer
educ
atio
n pr
o-gr
ams
on a
sm
all s
cale
. The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w.1
-
21 O
n a
natio
nwid
e ba
sis,
car
eer
educ
atio
n ha
s, s
o fa
r, b
ee'n
mai
ntai
ned
alM
ost e
xclu
sive
Ty
by .d
irect
fede
ral g
rant
s w
ith'
little
sup
port
from
the
stat
es. T
his
stat
emen
t is:
1:T
rue
2. F
alse
3.D
on't
Kno
w,:
221.
,Car
eer
educ
ition
" en
cod;
pass
es th
e'ob
faci
ives
of a
ll ac
adem
icsu
bjec
t are
as. T
he fo
rego
ing,
sta
tem
ent i
s: '
1.T
rue-
2i F
alse
3.D
on't
Kno
w
23 C
aree
r -
educ
atio
n is
not
for
stud
ents
who
are
col
lege
bou
nd.
The
fore
goin
g st
atem
ent i
s:
1. T
rue
2.F
alse
3.D
on't
Kno
w
24 T
he c
aree
r ed
ucat
ion
mov
emen
t is
prim
arily
orie
nted
tom
eetin
g ou
r m
ost p
ress
itig
man
pOw
er n
eeds
. The
fore
goin
gst
atem
ent i
s:
1. T
rue
2.F
alse
_
3.D
on't
Kno
wr
25 C
aree
ruc
atio
nis
an
appr
oach
to e
duca
tion
rath
er th
an a
subj
ect
r co
urse
. Thi
s st
atem
ent i
s:
1.T
rue
2.' F
alse
3: D
on't
Kno
w
26 O
ne's
abi
lity
to r
ecog
niza
,that
diff
eren
tkin
ds o
f car
eers
nee
ddi
ffere
nt k
inds
of e
duca
tiona
l pre
para
tion
refe
rs m
ost d
irect
lyto
:
27
1., C
aree
r A
war
enes
sE
duca
tiona
l Aw
aren
ess
.3.
Ski
ll A
war
enes
s an
d B
egiim
ing
Com
pete
ncy
4.A
ll of
the
abov
eIP
'5.
Don
't K
now
.
Wh
ich
of th
efol
low
ing
stud
ent t
raits
mos
t dire
ctly
rel
ates
toem
ploy
abili
ty s
kills
?
1. T
he ,a
bilit
y to
rel
ate
pers
onal
eco
nom
ic s
tatu
s to
soc
ial
econ
omy
2. T
he a
bilit
y to
dea
l with
diff
eren
ces
in o
ne's
env
ironm
ent
3. T
he a
bilit
y to
iden
tify,
sel
ect a
nd u
se a
ltern
ativ
es in
mak
ing
deci
sion
s4.
The
abi
lity
to c
omm
unic
ate
to o
ther
s on
e's
inte
rest
s an
dap
titud
es a
s ap
plie
d to
spe
cific
job
situ
atio
ns5.
Don
't K
now
14
a
15'
28 A
gro
up o
f ten
th g
rade
rs w
ere
aske
d to
rev
iew
thei
r ni
nth
grad
e ed
ucat
iona
l pla
n an
d to
rev
ise
it on
the
basi
s of
thei
rde
velo
ping
car
eer
pref
eren
ces.
The
y w
ere
aske
d to
use
dat
a-c
once
rnin
g th
eir
inte
rest
s an
d th
eir
aptit
udes
as
a ra
tiona
lba
sis
for
sele
ctin
g an
are
a fo
r w
ork
expe
rienc
e. W
hich
of t
hefo
llow
ing
care
er d
evel
opm
ent o
utco
mes
doe
s th
e ac
tivity
see
kto
brin
g ab
out?
1.C
aree
r Id
entit
y2.
Car
eer
Pla
cem
ent
3.C
aree
r D
ecis
ions
4.S
elf-
Iden
tity
5.D
on't
Kno
w
29 A
s se
en b
y m
ost s
choo
l-bas
ed m
odel
s, th
e "e
xplo
ratio
n"ph
ase
of c
aree
r ed
ucat
ion
is m
ost a
pplic
able
to:
1.el
emen
tary
sch
ool y
ears
2.m
iddl
e sc
hool
/juni
or h
igh
year
s3.
seni
or h
igh
scho
ol y
ears
4.D
on't
Kno
w
30 T
o fa
cilit
ate
an in
divi
dual
's o
ccup
atio
nal c
hoic
e by
a p
roce
ssof
nar
row
ing
dow
n fr
om th
e m
yria
d of
pos
sibl
e oc
cupa
tions
to a
sm
alle
r gr
oup
of m
ost s
uita
ble
ones
is th
e pu
rpos
e of
the:
1.F
our
Car
eer
Edu
catio
n M
odel
s2.
Eig
ht E
lem
ents
of C
aree
r D
evel
opm
ent
3.S
choo
l-Bas
ed C
aree
r E
duca
tion
Mod
el4.
,Fift
een
Job
Clu
ster
s of
the
US
OE
5.D
on't
Kno
w
31W
hich
of t
he fo
llow
ing
conc
epts
mos
t nea
rly r
efle
cts
the
Tot
al E
nviro
nmen
t Con
cept
of C
ar&
r E
duca
tion?
1.C
aree
r E
duca
tion
is m
eant
for
all s
tude
nts
and
invo
lves
the
team
effo
rt o
fal
lsc
hool
per
sonn
el a
nd in
all
curr
icul
um a
reas
.C
aree
r E
duca
tion
visu
aliz
es a
lear
ning
env
ironm
ent t
hat
exte
nds
beyo
nd th
e sc
hool
s.3.
Car
eer
Edu
catio
n fo
cuse
s on
the
awar
enes
s of
sel
f in
rela
tion
to th
e ch
angi
ng e
nviro
nmen
t.4.
Car
eer
Edu
catio
n im
plie
s an
edu
catio
nal s
yste
m o
pen
toal
l lea
rner
s.5.
Don
't K
now
32T
he S
peci
fic S
kill
Con
cepr
of ,C
aree
r E
duca
tion
emph
asiz
es:
1. T
he p
roce
ss s
kills
nee
ded
by th
e in
divi
dual
for
inte
rpre
t-in
g a
chan
ging
-en
viro
nmen
t and
cla
rifyi
ng h
is/h
er o
wn
,va
lues
.2.
A p
erfo
rman
te-b
ased
stu
dent
rec
ord
in p
lace
men
t and
follo
w-u
p.3.
The
atta
inm
ent o
f an
entr
y le
vel o
ccup
atio
nal s
kill
by a
llle
arne
rs.
4. T
he u
se o
f firs
t-ha
nd e
xper
ienc
e in
lear
ning
.5.
Don
't K
now
.
33 A
n el
emen
tary
sch
ool l
ibra
rian
has
a pr
oble
m. B
ob, a
third
grad
e st
uden
t, is
so
gobd
at r
eadi
ng, t
hat h
e al
way
s re
ache
sou
t for
fifth
gra
de r
eadi
ng c
ooks
, and
thus
ups
ets
the
libra
ryro
om d
isci
plin
e. A
ssum
ing
that
the
Sch
ool i
s co
mm
itted
toC
aree
r E
duca
tion
goal
s, w
hich
of t
he fo
llow
ing
com
pone
nts
of th
e sc
hool
pro
gram
wou
ld m
ost h
elp
to r
emed
y th
e,pr
oble
m?
1.In
col
labo
ratio
n w
ith o
ther
teac
hers
, the
Eng
lish
teac
hers
shou
ld c
lass
ify s
tude
nts
on th
e ba
sis
of a
rea
ding
test
and
pres
crib
e a
list o
f boo
ks th
at m
ay b
e us
ed b
y st
uden
ts,
with
a c
opy
of in
stru
ctio
ns to
the
libra
rian.
2. T
he li
brar
ian
shou
ld m
ake
sure
that
stu
dent
s ha
ve a
cces
sto
all
book
s, a
nd n
o in
stru
ctio
n sh
ould
be
plan
ned
with
out`
ref
eren
ce to
a s
tude
nt's
rea
ding
abi
lity:
3.It
is b
est t
hat t
he li
brar
ian
assi
gn s
tude
nts
to b
obks
at
thei
r re
spec
tive
grad
e le
vels
whi
le B
ob's
cas
e is
han
dled
by
the
Cou
nsel
or w
ith a
min
imum
inte
rfer
ence
by
othe
rpe
rson
nel.
4.E
ither
2 o
r 3
abov
e, d
epen
ding
on
the
part
icul
ar s
choo
l.5.
Don
't K
now
34 If
, in
the
abov
e ex
ampl
e, B
ob's
inte
rest
and
abi
lity
in r
eadi
ngco
ntin
ued
thro
ugh
the
subs
eque
nt s
choo
l yea
rs a
long
with
high
ach
ieve
men
t sco
res
in M
athe
mat
ics,
who
has
the
dire
ctre
spon
sibi
lity
of g
uidi
ng .h
im th
roug
h a
'des
irabl
e pa
th' o
fca
reer
pur
-sui
t?
,1. T
he C
ouns
el?r
and
the
Occ
upat
iona
l Spe
cial
ist.
The
yfo
rm th
e be
st c
aree
r in
forin
atio
n re
sour
ce te
am,.
2. T
he a
cade
mic
and
voc
atio
nal t
each
ers.
The
y sh
ould
expo
se B
ob to
the
wor
ld o
f car
eers
and
cha
nnel
, his
inte
rest
s an
d ab
ilitie
s to
his
car
eer
aspi
ratio
ns.
3. A
com
bina
tion
of 1
& 2
. Tea
m g
uida
nce
is b
est.
4. T
he M
ath
teac
her
and
the
Eng
lish
teac
her.
Tra
inin
g in
thei
r su
bjec
ts is
crit
ical
to B
ob's
car
eer
aspi
ratio
ns.
5.D
on't
Kno
w
35 In
a c
erta
in s
choo
l with
Car
eer
Edu
catio
n go
als,
a te
nth
giad
eP
hysi
cs te
ache
r in
divi
dual
ized
the
activ
ities
rel
atin
g to
the
.st
udy
of le
nses
. The
stu
dent
s w
ere
grou
ped
on th
e ba
sis
ofth
eir-
car
eer
pref
eren
ces
.bro
adly
into
mec
hani
cal,
mat
he-
mat
ical
and
gra
phic
al g
roup
s. T
he th
ree
grou
ps (
a) a
ssem
bled
a la
rge
scho
ol te
lesc
ope
putti
ng to
geth
er le
nses
by
expe
ri-m
enta
tion,
(b)
figu
red
out m
athe
mat
ical
ly th
e de
sire
d co
m-
bina
tion
of le
nses
, gnd
(c)
sol
ved
the
sam
e pr
oble
m b
y th
egr
aphi
cal r
ay-t
raci
ng m
etho
d, r
espe
ctiv
ely.
Sev
eral
stu
dent
s in
the
"mec
hani
cal"
and
"gra
phic
al"
grou
ps n
eede
d m
ore
prof
essi
onal
dire
ctio
n in
thei
r w
ork
whi
ch th
e te
ache
r co
uld
not h
elp
with
. Wha
t add
ition
al h
elp
shou
ld th
e te
ache
r ha
vegi
ven,
to b
e m
ost c
onsi
sten
t with
car
eer
educ
atio
n?
1.H
ave
the
stud
ents
dis
cuss
thei
r pr
oble
m w
ith th
e vo
ca-
tiona
l tea
cher
as
early
as
poss
ible
.2.
Rep
ort t
he p
robl
em to
the
Prin
cipa
l and
to th
e C
ouns
elor
imm
edia
tely
.3.
Hav
e vo
lunt
eers
from
the
rele
vant
pro
fess
ions
in th
eco
mm
unity
sup
ervi
se th
e st
uden
ts' w
ork.
4.E
xpla
in to
the
stud
ents
the
limita
tions
of a
sim
ulat
edLe
arni
ng e
nviro
nmen
t as
oppo
sed
to fi
rst-
hand
exp
erie
nce.
5.D
on't
Kno
w
38 "
Car
eer
Edu
catio
nsh
all
prov
ide
each
lear
ner
with
the
expe
rienc
es n
eces
sary
to m
ake
ratio
nal c
aree
r de
cisi
ons,
eith
erin
depe
nden
tly o
r w
ith a
ssis
tanc
e of
oth
ers
who
are
com
pete
ntto
hel
p: It
pro
vide
s an
opp
ortu
nity
to e
xit a
nd' r
eent
er th
eed
ucat
iona
l sys
tem
or
wor
k as
ofte
n as
one
cho
oses
." T
hefo
rego
ing
stat
emen
t is:
1.T
he F
lorid
a C
aree
r E
duca
tion
goal
sta
tem
ent.
2.P
art o
f the
Flo
rida
Car
eer
Edu
catio
n go
al s
tate
men
t.3.
A m
odifi
catio
n of
the
Flo
rida
Car
eer
Edu
catio
n go
alst
atem
ent.
4.U
nder
con
side
ratio
n to
be
incl
uded
in th
e F
lorid
a C
aree
rE
duca
tion
goal
sta
tem
ent.
u-
5.D
on't
Kno
w
37 'c
erta
in s
choo
l has
set
bro
ad in
stru
ctio
nal g
oals
com
patib
lew
ith th
e di
stric
t Car
eer
Edu
catio
n pr
ojec
t goa
ls. I
n ca
rryi
ngou
t the
sch
ool i
nstr
uctio
nal p
rogr
am, i
n w
hich
ord
er s
houl
dth
e te
ache
rs e
xecu
te th
e st
eps?
1.P
lan
less
on u
nits
, ide
ntify
res
oes
, writ
e ob
ject
ives
,te
ach.
2.Id
entif
y re
sour
ces,
writ
e oh
' ctiv
es, p
lan
less
on u
nits
,te
ach.
13.
Writ
e ob
ject
ives
, ide
ntify
res
ourc
es, p
lan
less
on u
nits
,te
ach.
4. A
ny o
f'the
abo
ve.
5.D
on't
Kno
w
38 W
hich
of t
he fo
llow
ing
illus
trat
es th
e di
ffere
nce
betw
een
curr
ent e
duca
tiona
l pra
ctic
es a
nd a
car
eer
educ
atio
n pr
ogra
m?
1.P
erfo
rman
ce-b
ased
test
ing
and
indi
iiidu
aliz
atio
n of
in-
stru
ctio
n.2.
Sta
ting
obje
ctiv
es o
f ins
truc
tion
befo
re p
lann
ing
stra
tegi
esof
inst
ruct
ion.
3.P
rovi
ding
car
eer
guid
ance
to a
ll st
uden
ts.
4.B
oth
1 an
d 3.
5.D
on't
Kno
w
Rem
embe
r to
'tra
nsfe
r yo
ur a
nsw
ers
to th
e C
omP
utei
Ans
wer
She
et in
the
spac
es 9
-38.
The
n pr
ocee
ds°
the
next
pag
e.
16
Che
ck. y
our
answ
ers
with
the
follo
win
g:
9. 3
10. 4
11.
1
12. 2
13. 1
14. 2
15.
1
16. 2
17.
1
18.
1
19. 2
20. 2
21. 2
22.
1
23. 2
24. 2
25.
1
26. 2
27. 4
28. 3
29. 2
30. 4
31. 2
32.3
33. 2
34. 3
35. 3
36. 2
37.3
38. 3
How
did
you
do?
No.
of q
uest
ions
you
ans
wer
ed c
orre
ctly
:
Ple
ase
proc
eed
to th
e pr
ogra
m.
Opt
iona
l bre
ak
Intr
oduc
tion
Wha
t is
care
er e
duca
tion?
Wha
t isn
't ca
reer
edu
catio
n?S
ince
form
er U
.S. C
omm
issi
oner
of E
duca
tion
Sid
ney
P.
Mar
land
, Jr.
, mad
e hi
s pl
ea fo
r "C
aree
r E
duca
tion
Now
" in
asp
eech
to th
e N
atio
nal'
Ass
ocia
tion
of S
econ
dary
Sch
ool P
rinci
-pa
ls in
its
conv
entio
n at
Hou
ston
- in
197
1, e
duca
tors
from
eve
ryfie
ld -
and
disc
iplin
e ha
ve b
een
atte
mpt
ing
to fi
nd s
uita
ble
answ
ers
to th
ese
two
basi
c qu
estio
ns. T
he o
utco
me
of th
is g
reat
deb
ate
has
not b
een
a si
ngle
set
of a
nsw
ers
that
are
ple
asin
g to
all,
'nor
aco
llect
ion
of s
impl
e, s
tabl
e de
finiti
ons
that
can
be
writ
ten
dow
nan
d m
emor
ized
by
all c
once
rned
. Muc
h of
wha
t we
have
at
pres
ent i
n te
rms
of r
espo
nses
to o
ur q
uest
ions
see
m to
diff
er fr
omon
e in
divi
dual
or
grou
p to
ano
ther
, cha
ngin
g an
d be
ing
mod
ified
by e
ach
succ
essi
ve\s
egm
ent o
f the
edu
catio
nal s
pect
rum
whi
chin
tera
cts
with
the
orig
inal
con
cern
s vo
iced
by
Dr.
Mar
land
.T
his
shou
ld n
ot b
e to
o su
rpris
ing,
in th
at it
has
bee
n on
ly a
rela
tivel
y sh
ort t
ime
sinc
e th
e be
ginn
ing
of c
aree
r ed
ucat
ion
as a
dist
ingu
isha
ble
educ
atio
nal m
ovem
ent.
Per
haps
mor
e si
gnifi
cant
to th
e di
vers
e an
d dy
nam
ic c
hara
cter
of c
aree
r ed
ucat
ion
was
the
man
ner
in w
hich
;t w
as o
rigin
ally
con
ceiv
ed. C
ouch
ed in
the-
term
inol
ogy
of h
uman
dev
elop
men
t, an
d ad
dres
sing
itse
lf to
suc
hbr
oad
conc
erns
as
prep
arin
g in
divi
dual
s fo
r ac
tive,
pro
duct
ive,
'an
d se
lf-fu
lfilli
ng li
ves,
the
first
sta
tem
ents
on
care
er e
duca
tion
gave
to th
e in
divi
dual
educ
ator
, or
grou
p of
edu
cato
rs, t
he
grea
test
poss
ible
latit
ude
for
inte
rpre
ting
why
itsh
ould
be
rele
vant
to th
eir
own
situ
atio
ns, w
hat e
xact
ly it
mea
nt, a
nd h
owth
e co
ncep
t cou
ld b
est b
e tr
ansf
orm
ed in
to a
wor
king
rea
lity.
As
are
sult,
care
ered
ucat
ion
has
rapi
dly
deve
lope
d an
asto
undi
ng a
rray
of p
ropo
nent
s an
d in
terp
rete
rs, e
ach
egpo
usin
g a
spec
ific
set o
f gui
ding
prin
cipl
es. H
owev
er, e
ven
with
the
rapi
ddi
ffusi
on o
f the
car
eer
educ
atio
n id
ea, a
nd th
e m
any
and
varie
dsp
okes
men
that
hav
e jo
ined
inth
e di
scus
sion
, cer
tain
cor
eco
ncep
ts h
ave
emer
ged
whi
ch a
re g
ener
ally
acc
epte
d as
dis
tin-
guis
hing
car
eer
educ
atio
n fr
om o
ther
edu
catio
nal a
ppro
ache
s.U
nfor
tuna
tely
, som
e pe
rsis
tent
mis
conc
eptio
ns h
ave
also
deve
lope
d. T
he p
rogr
am w
hich
you
hav
e ju
st b
egun
will
dea
l in
deta
il w
ith th
e m
ost w
idel
y ac
cept
ed c
aree
r ed
ucat
ion
conc
epts
and
give
you
an
oppo
rtun
ity to
dra
w y
our
own
conc
lusi
ons
and
arra
nge
your
-ow
n th
inki
ng o
n th
e su
bjec
t. B
efor
e go
ing
on,
perh
aps
we
shO
Uld
take
a lo
ok a
t som
e st
atem
ents
whi
ch, a
reco
mm
only
mad
e ab
out c
aree
r ed
ucat
ion.
Som
e of
thes
e st
ate-
men
ts a
re in
agr
eem
ent w
ith th
e de
velo
ping
cor
e co
ncep
ts, y
etot
hers
ate
mis
conc
eptio
ns a
nd s
houl
d be
rec
ogni
zed
as s
uph.
Tak
ea
clos
e lo
ok a
t the
sta
tem
ents
on
page
s 19
-20.
The
y w
ill n
ot g
ive
you
a si
ngle
def
initi
on o
f wha
t car
eer
educ
atio
n is
or
is n
ot b
utra
ther
a p
revi
ew o
f som
e of
the
conc
epts
we
will
be
deal
ing
with
thro
ugho
ut th
e re
mai
nder
of t
his
text
.
er
q
care
ered
ucat
ion.
..O
T...
a w
ayof
elim
inat
ing
or c
hang
ing
all t
hat h
as b
een
incl
uded
in a
cade
mic
are
as ..
."
. sim
ply
voca
tiona
l edu
catio
n in
a n
ew p
acka
ge ..
."
... e
very
teac
her,
in e
very
cla
ss, r
elat
ing
ever
y su
bjec
t to
care
ers
..."
... a
neg
atio
nof
trad
ition
al e
duca
tiona
l obj
ectiv
es ..
."
I/ju
st fo
r st
uden
ts in
juni
or h
igh-
or h
igh
scho
ol ..
."
... a
new
way
todi
scrim
inat
e ag
aini
t min
oriti
es ..
."
... ju
stfo
r st
uden
ts w
ho d
on't
plan
on
goin
g to
col
lege
..."
ia c
ours
e, o
r a
serie
s of
cou
rses
..."
.. a
subj
ect t
o be
taug
ht ..
."
AI
..lim
ited
to te
achi
ng s
alea
ble
skill
s ..
:"
" ...
onl
y fo
r th
e di
sadv
anta
ged
..."
prim
ariN
for
deve
lopi
ng m
anpo
wer
..."
a co
mpl
ete
chan
ge fr
om p
rese
nt e
duca
tiona
lpr
actic
es ..
."
... th
e so
lutio
n to
all o
ur e
duca
tiona
l pro
blem
s ...
"
..ai
med
onl
y at
pai
d w
ork
..."
an e
limin
atio
n of
spe
cial
ized
edu
catio
nal o
rgu
idan
ce s
er-
vice
s ...
"
... r
estr
icte
d to
any
one
teac
hing
tech
niqu
e ...
"
Idan
ti-in
telle
ctua
l ..."
. exc
lusi
vely
educ
atio
n fo
r ec
onom
ic o
bjec
tives
..,."
care
er..
a br
oad
appr
oach
to e
duca
tion
... "
"br
oade
r th
an v
ocat
iona
l edu
catio
n; a
nd is
for
all l
earn
ers,
rega
rdle
ss o
f age
, sex
, rac
e, o
r ed
ucat
iona
l goa
ls.
If. a
mod
ifica
tion,
and
com
bina
tion
of th
e m
ost s
ucce
ssfu
led
ucat
iona
l pra
ctic
es p
rese
ntly
in u
se ..
."
"..
incl
usiv
e of
all
kind
s of
car
eers
, sal
arie
d an
dno
n-sa
larie
d,fu
ll-tim
e or
par
t-tim
e ...
"
JIco
mpa
tible
with
all
educ
atio
nal g
oals
..."
an e
mph
asis
on
appl
ied
vs.
desc
riptiv
ele
arni
ng,
i.e.,
activ
e ra
ther
than
pas
sive
lear
ning
..."
2I. u
sefu
l with
all
type
s of
teac
hing
tech
niqu
es a
ndci
rcum
-st
ance
s ...
"
... a
n ap
proa
ch to
mot
ivat
ele
arne
rs a
nd in
crea
se a
chie
ve-
.m
ent .
.."
... g
eare
dto
' im
part
ing
soci
al, p
sych
olog
ical
, edu
catio
nal,
econ
omic
and
man
ual s
kills
..."
" ...
aim
ed a
t the
con
tinui
ng d
evel
opm
ent o
f eac
h in
divi
dual
thro
ugh
lifel
ong
educ
atio
nal e
xper
ienc
es ..
."
" ...
alin
k be
twee
n ed
ucat
ion
and
the
real
wor
ld
Ifba
sed
on' s
elf-
awar
enes
s an
d aw
aren
ess
of th
e en
viro
n-m
ent
.. ex
perie
nces
abo
ut li
ving
, lea
rnin
g,th
inki
ng, d
ecid
ing
and
adap
ting
..."
"1...
edu
catio
n w
hich
can
be
appl
ied
thro
ugho
ut li
fein
ava
riety
of c
ircum
stan
ces
.. ."
-an
ope
n sy
stem
that
han
dles
dro
pout
s, r
e-en
trie
s, p
lace
men
tan
d fo
llow
-up
..."
With
the
stat
emen
ts y
ou h
ave
just
rea
d ab
out w
hat m
ost
expe
rts
feel
car
eer
educ
atio
n is
, and
is n
ot, y
ou c
an n
ow b
egin
toen
visi
on th
e ca
reer
s-ce
nter
ed a
ppro
ach
as a
bro
ad e
duca
tiona
lm
etho
dolo
gy, -
base
d on
pre
viou
sly
succ
essf
ul e
xper
ienc
e, w
hich
com
bine
s se
vera
l cur
rent
s in
mod
ern
Am
eric
an e
duca
tion
into
an
inno
vativ
e w
hole
. The
obj
ectiv
e of
all
this
effo
rt is
to in
crea
sest
uden
t Mot
ivat
ion,
and
ther
eby
incr
ease
ach
ieve
men
t, in
are
vam
ped
educ
atio
nal s
yste
m w
hich
can
res
pond
to th
e ne
eds
ofm
oder
n le
arne
rs.,
The
-re
mai
ning
sec
tions
of t
his
book
will
dea
l with
the
why
,w
hat,
and
how
of c
aree
r ed
ucat
ion.
Firs
t you
will
be
expo
sed
toth
e re
ason
s th
at h
ave
led
to th
e w
ides
prea
d su
ppor
t for
the
care
ers
curr
icul
um. T
he n
ext s
ectio
n w
ill g
ive
you
an o
ppor
tuni
tyto
rev
iew
, in
deta
il, th
ose
conc
epts
whi
ch a
re g
ener
ally
agr
eed
upon
, and
hav
e th
e w
ides
t use
aro
und
the
coun
try
and
the
stat
e.F
inal
ly, y
ou'll
hav
e a
chan
ce to
use
this
new
info
rmat
ion
tode
sign
an
exam
ple,
of a
car
eers
-cen
tere
d ac
tivity
for
your
ow
n us
e.
Wh
rca
reer
Pm
atsn?
The
pro
blem
Fac
ed w
ith u
npre
cede
nted
cha
lleng
es in
acc
ompl
ishi
nged
uca-
tiona
l goa
ls a
nd h
elpi
ng w
ith th
e so
cial
prob
lem
s of
a c
ompl
exan
d ra
pidl
y ch
angi
ng n
atio
n, e
duca
tiona
l sys
tem
sar
ount
heU
nite
d S
tate
s ha
\re
resp
onde
d w
ith s
ubst
antia
lac
hiev
emen
ts.
Cer
tain
ly, t
he n
umbe
r of
sch
ool e
nrol
lees
and
the
year
sth
ey s
tay
insc
hool
isin
crea
sing
.A
bout
60
mill
ion
pers
ons,
alm
ost
orir-
-thi
rd o
f our
pop
ulat
ion,
are
cur
rent
lyen
rolle
d in
sch
ools
.T
en y
ears
ago
, abo
ut h
alf o
f the
wor
k fo
tce
was
high
sch
ool
grad
uate
s; n
ow, t
hat p
ropo
rtio
n ha
s ris
en to
two-
third
s.O
nly
60pe
rcen
t' of
stu
dent
s en
terin
g hi
gh s
choo
l in
the
fiftie
s w
ent o
n to
grad
uate
. By
1975
, som
e 80
per
cent
are
exp
ecte
d to
finis
h. T
he
aver
age
Am
eric
an w
orke
r ha
s co
mpl
eted
12.3
yea
rs o
f edu
catio
n.
In F
lorid
a, th
e m
edia
n nu
mbe
r of
sch
ool y
ears
com
plet
ed, i
n th
e
age
grou
p 25
.or
over
, was
12.1
yea
rs in
197
0 as
com
pare
d to
9.6
year
s in
195
0. F
lorid
a's
estim
ated
illit
erac
y ra
te h
as d
ropp
ed.
from
3.9
perc
ent t
o1.
2 pe
rcen
t sin
ce19
50, a
lthou
gi,
this
repr
esen
ts a
n in
crea
se in
the
actu
al n
umbe
rof
illit
erat
es b
ecau
se
of th
e st
ate'
s gr
eat p
opul
atio
n gr
owth
.A
col
lege
educ
atio
nis
with
in th
e re
ach
of m
ore
and
mor
est
uden
ts: 1
0 pe
rcen
of F
lorid
ians
ove
r ag
e 25
had
com
plet
edco
llege
in 1
970,
com
par
.pe
rcen
t in
1950
yow
ever
, the
year
s of
sch
ool c
ompl
eted
by
nonw
hite
s in
Flo
rida
is c
onsi
sten
tlylo
wer
than
for
whi
tes:
in 1
970,
14
perc
ent
of w
hite
mal
es a
nd 8
perc
ent o
f whi
te fe
mal
es h
ad c
ompl
eted
colle
ge, c
ompa
red
to 3
perc
ent f
or b
lack
mal
es a
nd 5
per
cent
for
blac
k fe
mal
es.
a-
Not
onl
y ha
s th
e-am
ount
' of e
duca
tion
been
on
the
rise,
but
also
ther
e is
evi
denc
e th
at te
pe q
ualit
y is
incr
easi
ng a
s w
ell.
Man
y
colle
ges
repo
rt th
at s
tude
nts
are
bette
r pr
epar
ed n
owth
an e
ver
befo
re. B
esid
es p
repa
ratio
n fo
r co
llege
, cou
rse,
in d
river
edu
ca-
tion,
con
sum
er e
dt;N
tion,
dru
g ed
ucat
ion
and
envi
ronm
enta
led
ucat
ion
have
bee
n ad
ded
in r
espo
nse
to s
peci
ficso
ciet
al n
eeds
.
Cos
ts fo
r ed
ucat
ion
have
ris
en a
lso,
from
ato
tal n
atio
nal c
ost o
f
abou
t $3
billi
on to
$66
b4lio
n an
nual
ly o
vera
per
iod
of 3
0 ye
ars.
Eve
n on
a p
erce
ntag
e ba
sis,
we
are
spen
ding
abou
t tw
ice
the
perc
enta
ge o
f our
tota
l nat
iona
l out
put o
ned
ucat
ion
now
than
we
wer
e ju
st tw
enty
yea
rs a
go.
With
all
of th
is a
ppar
ent s
ucce
ss, w
hy is
ther
e a
need
for
a'ch
ange
to a
n ed
ucat
iona
l app
roac
h su
ch a
s ca
reer
educ
atio
n? W
hy
not l
eA w
ell g
noug
h al
one?
The
rea
son
is, o
f cou
rse,
that
ther
eex
ist i
n oi
'ftde
ocie
ty m
any
prob
lem
s w
hich
41av
e im
plic
atio
ns fo
r
actio
n by
our
sch
ools
.T
he w
arni
ng' s
igns
hav
e be
en r
ecog
nize
d an
dci
ted
by m
any
educ
ator
s, b
ehav
iora
l sci
entis
ts, a
nddo
vern
men
tal l
eade
rs. T
wo
of
the
mos
t pro
min
ent a
nd v
ocal
of t
hese
obse
rver
s ha
ve b
een
Sid
ney
Mar
land
, the
form
er U
.S. C
omm
issi
oner
of E
duca
tion-
, and
Rob
ert W
orth
ingt
on, .
the
form
er A
ssoc
iate
Com
mis
sion
er fo
r
Adu
lt, V
ocat
iona
l,an
d T
echn
ical
Edu
catio
n,' U
.S. O
ffice
ofE
duca
tion
(US
OE
). D
r. W
orth
ingt
on h
as s
tate
d so
me
of th
ere
ason
s fo
r ur
gent
ref
orm
in h
isar
ticle
ent
itled
, "W
hy C
aree
rE
duca
tion?
". T
ake
a fe
w m
inut
es n
ow to
. rea
d th
e ex
cerp
tsfr
omth
is a
rtic
le o
n pa
ges
24 a
nd to
look
ove
r so
me
of th
e st
atis
tics
whi
chou
tline
the
natio
nal
conc
erns
, and
how
thes
e sa
me
prob
lem
s ar
e re
flect
ed in
Flo
rida
page
25.
Afte
r re
adin
g th
ese
sele
ctio
ns, y
ou m
ay c
ontin
ue th
e pr
ogra
m
on p
age
26
WH
Y C
AR
EE
R E
DU
CA
TIO
N?
by R
ober
t M.,,
Wor
thin
gton
,fo
rmer
Ass
ocia
te C
omm
issi
oner
for
Adu
lt,V
ocat
iona
l and
Tec
hnic
al E
duca
tion
U.S
. Off
ice
of E
duca
tion
Cop
yrig
ht 1
.972
,Pra
kken
Pub
licat
ions
, Inc
.R
epri
nted
by
perm
issi
on.
Edu
catio
n ha
s be
com
e th
e na
tion'
s la
rges
t ent
erp,
Ise
. It n
owco
sts
$85
billi
on a
yea
r,w
hich
sur
pass
es d
efen
se o
utla
ys(p
revi
ousl
y ou
r la
rges
t exp
endi
ture
) by
som
e $9
bill
ion
whi
chfi
gure
s ou
t at a
bout
eig
ht p
erce
nt o
f th
e gr
oss
natio
nal p
rodu
ct.
Our
per
-pup
il co
st is
rou
ghly
$1,
000
a ye
ar, o
r $1
2,00
0 to
$13,
000
to g
et e
aeh
youn
gste
r th
roug
h th
e fi
rst 1
2 gr
ades
. Hig
her
educ
atio
n co
sts
are
now
som
ewhe
re in
the
neig
hbor
hood
of
$2,0
00$4
,000
a y
ear.
I th
ink
pare
nts
and
othe
r ta
xpay
ers
have
the
righ
t to
assu
me
that
thei
r ed
ucat
iona
l tax
dolla
rsar
e bu
ying
app
ropr
iate
,se
lf-s
usta
inin
g ca
reer
ski
lls th
at w
ill e
nabl
e al
l you
ng p
eopl
e to
be
econ
omic
ally
inde
pend
ent w
hen
they
leav
e th
e sy
stem
. But
stat
istic
s do
n't s
uppo
rt th
at a
ssum
ptio
n. O
f 3.
.7 m
illio
n yo
ung
peop
le le
avin
g fo
rmal
edu
catio
n in
197
0-71
, nea
rly
2.5
mill
ion
lack
edsk
ills
adeq
uate
' to
ente
r th
e la
bor
forc
e at
a le
vy !
com
men
sura
te w
ith th
eir
acad
emic
and
inte
llect
ual p
rom
ise.
Man
y le
ft w
ith n
o m
arke
tabl
e sk
ill w
hats
oeve
r. T
hese
2.5
mill
ion
stud
ents
, dro
ppin
g ou
t of
scho
ol a
t var
ious
leve
ls, c
ost t
he n
atio
nup
war
ds o
f $3
0 bi
llion
. Thi
s co
mbi
ned
outla
y re
pres
ents
abo
uton
e-th
ird
of th
e en
tire
amou
nt s
pent
on
educ
atio
n in
this
cou
ntry
last
yea
r. W
e sp
end
thes
e bi
llion
s to
pre
pare
2.5
mill
ion
youn
gpe
ople
for
pot
entia
l dis
ench
antm
ent,
unem
ploy
men
t, ai
mle
ssne
ss,
and:
fai
lure
yea
r af
ter
year
!E
ven
mor
e di
stre
ssin
g ar
e th
e lo
sses
we
cann
ot c
alcu
late
indo
llars
the
loss
es o
f co
nfid
ence
and
sel
f-es
teem
, the
sen
se o
fal
iena
tion
and
drif
t, th
e ab
asem
ent a
nd n
on-f
ulfi
llmen
tthat
burd
en m
illio
ns o
f yo
ung
peop
le a
s th
ey e
mba
rk o
n th
eir
adul
tliv
es. T
he a
fter
mat
h of
thes
e ea
rly
defe
ctio
ns, o
f co
urse
, usu
ally
show
s up
in o
ur u
nem
ploy
men
t, w
elfa
re a
nd c
rim
e st
atis
tics.
Unf
ortu
nate
ly, i
t is
a ra
re h
igh
scho
ol th
at o
ffer
s a
stud
ent j
obtr
aini
ng a
nd c
ouns
elin
g, th
at e
nabl
es h
im to
ent
er th
e jo
b m
arke
tw
ith a
ski
ll, o
r co
ntin
ue h
is e
duca
tion.
Too
oft
en, t
he g
radu
ate
has
neith
er .'
optio
n, le
t alo
ne b
oth.
By
1980
, acc
ordi
ng to
the
Dep
artm
ent o
f L
abor
, eig
ht o
ut o
f te
n jo
bs in
Am
eric
a w
ill n
otre
quir
e a
four
-yea
r co
llege
&pi
on:4
. Add
ition
ally
, the
typi
cal
mem
ber
of th
e la
bor
forc
e w
ill h
old
an a
vera
ge o
f ei
ght t
o tw
elve
diff
eren
t job
s du
ring
his
for
ty y
ears
on
the
job
mar
ket.
Thi
s ha
sst
agge
ring
impl
icat
ions
invo
lvin
g th
e sh
iftin
g of
car
eers
, job
flex
ibfl
ity, a
nd a
dapt
abili
ty .
.(e
mph
asis
sup
plie
d)
NA
TIO
NA
L C
ON
CE
RN
SO
f 3.
7m
illio
n yo
ung
peop
le w
ho le
ft fo
rmal
edu
catio
n in
the
U.S
. in
1970
-71,
nea
rly 2
.5 m
illio
n w
ere
inad
equa
tely
pre
pare
dfo
r a
care
er. O
f the
se,
850.
000
wer
e, e
lem
enta
ry a
nd s
econ
dary
sch
ool d
ropo
uts;
man
y fo
und
scho
ol ir
rele
vant
'
750,
000
wer
e ge
nera
l cur
ricul
um h
igh
scho
ol g
radu
ates
who
did
not a
ttend
col
lege
850,
000
ente
red
colle
ge in
196
Z b
ut d
id n
ot c
ompl
ete
the
bacc
alau
reat
e or
an
orga
nize
d oc
cupa
tiona
l pro
gram
RE
FLE
CT
ED
IN F
LOR
IDA
In 1
970,
of t
he to
tal n
umbe
r of
peo
ple
in F
lorid
a 14
yea
rs o
fag
e or
old
er, 1
0 pe
rcer
it (o
r 53
2,57
6 pe
ople
) hi
rd c
ompl
eted
six
year
s of
sch
ool,
or le
ss; a
nd a
sta
rtlin
g 50
per
cent
of F
lorid
a's
popu
latio
n (2
,585
,835
peo
ple)
' had
com
plet
ed e
leve
n ye
ars,
or.
less
. Am
ong
Flo
rida'
s yo
ung
peop
le 1
6 to
24
year
s of
age
who
wer
eno
t enr
olle
d in
any
sch
ool,
we
find
a si
mila
rly d
istu
rbin
gsi
tuat
ion:
3 p
erce
nt o
f the
tota
l (or
,13
,662
peo
ple)
had
com
plet
ed fi
ve y
ears
of s
choo
l, or
less
; 10
perc
ent (
56,
048)
had
eigh
t yea
rs o
f sch
ool,
or le
ss; a
nd a
who
ppin
g 35
per
cent
of t
hese
youn
g pe
ople
(or
, 184
,253
) h
ad e
leve
n ye
ars
of s
choo
l, or
less
.
The
pro
blem
is r
efle
cted
in o
ther
are
as a
s w
ell.
Une
mpl
oy-
men
t, pa
rtic
ular
lyin
the
yout
h gr
oup,
ha'
s be
en a
, per
sist
ent
diffi
culty
. Dur
ing
the
sixt
ies,
the
ratio
of y
outh
une
mpl
oym
ent
to a
dult
unem
ploy
men
t ros
e fr
om 3
.3 to
5.5
. Man
y of
thes
eyo
uth
have
gra
duat
ed o
r dr
oppe
d ou
t fro
m o
ur h
igh
scho
ols
with
out a
ny s
alea
ble
skill
s to
offe
r pr
ospe
ctiv
e em
ploy
ers.
It is
frus
trat
ing
to th
ese
youn
g pe
ople
, the
ir pa
rent
s, a
nd to
legi
slat
ors,
that
des
pite
the
expe
nditu
re o
f bill
ions
of d
olla
rs a
nnua
lly, s
om
any
of o
ur y
outh
leav
e fo
rmal
edu
catio
n w
ithou
t ade
quat
etr
aini
ng to
ent
er th
e la
bor
forc
e at
a le
vel a
ppro
pria
te to
thei
rpo
tent
ial,
man
y w
ith n
o m
arke
tabl
e sk
ills
at a
ll. M
ore
impo
rtan
tth
an th
e m
oney
spe
nt, m
ay b
e th
ese
youn
g pe
ople
's r
esen
tmen
tto
war
d so
ciet
y an
d lo
ss o
f sel
f-es
teem
, res
ultin
g fr
omun
empl
oy-
men
t or
unde
rem
ploy
men
t.O
ther
gro
ups,
bes
ides
you
th, h
ave
care
er p
robl
ems,
too,
ofte
nag
grav
ated
by
the
"fut
ure
shoc
k" p
heno
men
on o
f pro
blem
sar
isin
g no
t so
muc
h fr
om th
e di
rect
ion
of c
hang
e as
from
the
rate
of c
hang
e.It
has
been
pre
dict
ed th
atin
the
near
futu
re,
indi
vidu
als
will
mak
e ca
reer
cha
nges
8 to
12
times
dur
ing
thei
rliv
es,
as o
ppos
ed to
the
past
, whe
n a
pers
onfin
ishe
d hi
sed
ucat
ion"
and
ent
ered
a s
ingl
e, li
fe-lo
ng o
ccup
atio
n. R
ecen
tly,
we
have
bec
ome
part
icul
arly
con
scio
us o
f one
exa
mpl
e. T
hecr
eatio
n of
a v
ast a
nd h
ighl
y sp
ecia
lized
spa
ce c
apab
ility
was
follo
wed
, in
a pe
riod
of a
bout
a d
ecad
e, b
y dr
astic
cut
back
sca
usin
g se
rious
eco
nom
ic p
robl
ems
for
com
mun
ities
and
indi
vid-
uals
, man
y of
who
m n
eede
d re
-tra
inin
g in
a n
ew o
ccup
atio
n. T
his
focu
sed
atte
ntio
n on
a p
robl
em li
kely
to b
ecom
e m
ore
freq
uent
,th
e hi
ghly
spe
cial
ized
job
whi
ch b
ecO
mes
obs
olet
e or
ove
r-cr
owde
d.If
the
peop
le in
thes
e jo
bs a
re to
con
tinue
'to
bere
spon
sibl
e, c
ontr
ibut
ing
wor
kers
, a s
yste
m m
ust e
xist
to p
rovi
dere
-tra
inin
g th
at is
effe
ctiv
e an
d re
ason
ably
fast
.T
he n
umbe
r of
wom
en in
the
wor
k fo
rce
is s
tead
ily in
crea
sing
,ye
t man
y ar
e in
jobs
whi
ch u
nder
utili
ze th
eir
tale
nts
for
lack
of
com
pete
nt g
uida
nce
and
spec
ific
trai
ning
. The
se n
eeds
are
felt
byth
e yo
ung,
beg
inni
ng w
orke
r, a
s w
ell a
s by
wom
en r
etur
ning
tow
ork
afte
r th
eir
child
ren
are
in s
choo
l. B
oth
of th
ese
grou
ps s
hare
with
the
disp
lace
d w
orke
r th
e ne
ed fo
r an
effi
cien
t ent
ry r
eent
ry.
syst
em.
The
pro
blem
s ar
isin
g fr
om a
ccel
erat
ed c
hang
e, c
ombi
ned
with
rapi
d gr
owth
and
urb
aniz
atio
n re
pres
ent a
cha
lleng
e to
edu
catio
nto
ant
icip
ate
need
s an
d pr
ovid
e th
e sy
stem
s th
at w
ill m
eet t
hese
-ne
w d
eman
ds.
The
sch
ools
, as
inst
itutio
ns, a
re a
lso
face
d w
ith s
erio
uspr
oble
ms.
At t
he s
ame
time
that
edu
cato
rs a
re tr
ying
to fi
nd w
ays
of in
crea
sing
stu
dent
ach
ieve
men
t and
the
rele
vanc
y of
thei
rin
stru
ctio
n, th
ey a
re fa
ced
with
stu
dent
apa
thy
tow
ards
lear
ning
,ab
sent
eeis
m, d
isci
plin
ary
prob
lem
s, a
nd h
igh
drop
-out
rat
es.
The
re is
a g
row
ing
relu
ctan
ce fo
r vo
ters
to c
ontin
ue th
e tr
end
tow
ards
incr
easi
ng e
duca
tiona
l exp
endi
ture
s, a
s se
enin
the
cons
tant
def
eat o
f sch
ool b
ond
issu
es. P
aren
ts w
ith c
hild
ren
insc
hool
, as
wel
l as
othe
r ta
xpay
ers,
exp
ress
dis
appo
intm
ent t
hat,
desp
ite th
e su
bsta
ntia
l exp
endi
ture
s fo
r ed
ucat
ion,
larg
e nu
mbe
rsof
you
ng p
eopl
e ar
e le
avin
g th
e sc
hool
s w
ithou
t.ade
quat
e ca
reer
skill
s. Voc
atio
nal e
duca
tors
are
unf
airly
crit
iciz
ed fo
r no
t doi
ngen
ough
yet
, the
fact
is, m
ost s
tude
nts
have
nev
er h
ad a
sin
gle
care
er-o
rient
ed, o
r oc
cupa
tiona
lly-o
rient
ed c
ours
e. In
197
0, 7
1pe
rcen
t of F
lorid
a's
4,66
7,00
0 pe
rson
s 18
yea
rs o
f age
and
ove
rha
d ne
ver
com
plet
ed a
voc
atio
nal p
rogr
am. O
nly
32 p
erce
nt o
fth
e m
ales
and
25
perc
ent o
f the
fem
ales
in th
is g
roup
had
eve
rha
d su
ch a
cou
rse.
Thi
s is
unf
ortu
nate
sin
ce v
ocat
iona
l gra
duat
esge
nera
lly h
ave
high
er jo
b sa
tisfa
ctio
n, h
ighe
r an
nual
ear
ning
, and
empl
oym
ent r
ates
one
-thi
rd a
s hi
gh a
s th
ose
from
equ
ival
ent
soci
o-ec
onom
ic b
ackg
roun
ds w
ho h
ave
had
no v
ocat
iona
l tra
in-
ing.T
he c
once
pt o
f car
eer
educ
atio
n em
erge
d in
res
pons
e to
thes
epr
oble
ms
and
need
s. It
ask
s th
e qu
estio
n, 'W
hat a
re w
e ed
ucat
ing
peop
le fo
r?"
Thi
s im
plie
s th
at th
ere
is a
def
inite
goa
l, th
at th
eed
ucat
iona
l act
ivity
doe
s no
t exi
st fo
r its
ow
n sa
ke, n
or s
impl
yfo
r th
e sa
ke o
f kee
ping
our
chi
ldre
n oc
cupi
ed p
art o
f eac
h da
y.M
ost o
f us
can
rem
embe
r w
onde
ring,
on
at le
ast o
ne o
ccas
ion
inou
r sc
hool
exp
erie
nce,
"W
hat g
ood
is th
is?
Wha
t am
I le
arni
ngth
is fo
r?"
but w
e as
sum
ed th
at th
e te
ache
r m
ust k
now
the
reas
on.
If as
ked,
she
mig
ht s
ay w
e w
ere
lear
ning
it b
ecau
se w
e w
ould
need
it "
late
r."
Muc
h la
ter,
it s
eem
ed to
us!
As
educ
ator
s, w
e
26
$
27
mus
t kee
p as
king
the
sam
e qu
estio
n, a
nd b
e su
re w
e ha
ve g
ood
answ
ers.
If w
e ca
n co
mm
unic
ate
this
rea
son
to th
e st
uden
ts, i
tco
uld
mak
e th
eir
lear
ning
and
our
jobs
muc
h ea
sier
. Thi
s ra
tiona
leis
sup
port
ed b
y da
ta in
a 1
973
surv
ey o
f 10,
000
Flo
rida
teac
hers
,pr
inci
pals
, and
sch
ool a
dmin
istr
ator
s, in
whi
ch m
ore
than
80%
agre
ed th
at "
Inst
ruct
ion
wou
ld b
e m
ore
effe
ctiv
e if
rela
ted
toca
reer
s."
(Car
eer
Edu
catio
n C
urric
ulum
Lab
orat
ory,
197
3)
Of c
ours
e, th
e id
ea o
f sta
ting
goal
s fo
r ed
ucat
ion
is n
ot a
new
one.
One
of t
he tr
.aci
ition
al g
oals
of e
duca
tion
has
been
to p
repa
rest
uden
ts a
dequ
atel
yfo
rco
llege
by
mea
ns o
f an
acad
emic
curr
icul
um th
atis
sub
ject
-cen
tere
d. O
ther
goa
ls le
d to
oth
ercu
rric
ula,
whi
ch h
ave
tend
ed to
bec
ome
com
part
men
taliz
ed in
toac
adem
ic, v
ocat
iona
l, an
d ge
nera
l edu
catio
nal p
rogr
ams.
Som
eed
ucat
ors
are
sayi
ng th
at th
is is
an
artif
icia
l div
isio
n. W
ork
is o
neof
the
mos
t im
port
ant f
acto
rsin
any
per
son'
s lif
e:so
cial
ly,
econ
omic
ally
, and
em
otio
nally
: Eve
n th
e m
ost a
cade
mic
ally
-or
ient
ed in
divi
dual
eve
ntua
lly c
omes
in c
onta
ct w
ith th
e w
orld
of
occu
patio
ns, w
hile
the
youn
gest
sch
ool s
tude
nt id
entif
ies
adul
tsby
occ
upat
ion.
and
is a
war
e of
gro
win
g up
to "
be"
som
ethi
ng.
The
sep
arat
ion
of th
e vo
catio
nal a
nd a
cade
mic
asp
ect§
of
educ
atio
n, th
eref
ore,
doe
s no
t ref
lect
the
unio
n of
the
two
with
inth
e pe
rson
, and
mak
es-
it di
fficu
lt fo
r te
ache
rs to
rel
ate
thei
rda
y-to
-day
inst
ruct
ion
to th
e re
al w
orld
, whi
ch in
clud
es th
e w
orld
of c
aree
rs.
Car
eer
educ
atio
n w
ould
res
truc
ture
sch
ool c
urric
ula
arou
nd a
care
er d
evel
opm
ent t
hem
e w
hich
wou
ld p
rovi
de a
n im
med
iate
link
betw
een
wha
t the
lear
ner
is d
oing
in s
choo
l, an
d th
e w
orld
inw
hich
the
stud
ent l
ives
out
side
of s
choo
l. In
crea
sing
the'
rele
vanc
yof
sch
ool e
xper
ienc
es w
ill h
ave
a be
nefic
ial e
ffect
on
stud
ent
mot
ivat
ion
and
achi
evem
ent,
and
help
edu
cato
rs d
eal w
ith th
ere
late
d pr
oble
ms
of a
path
y, d
elin
quen
cy, u
nder
achi
evem
ent,
and
drop
ping
-out
. Whi
le fe
w p
ropo
se c
aree
r ed
ucat
ion
as th
e so
lutio
nto
all
of o
ur e
duca
tiona
l pro
blem
s fo
r th
e pr
esen
t and
the
futu
re,
it do
es p
rom
ise
to b
ring
a ne
w v
italit
y to
lear
ning
, elim
inat
e th
ear
tific
ial s
epar
atio
n be
twee
n th
e ac
adem
ic a
nd th
e vo
catio
nal,
and
help
eac
h in
divi
dual
dev
elop
the
com
pete
ncie
s re
quire
d to
find
are
war
ding
and
sat
isfy
ing
care
er.
Bac
kgro
und
of th
e C
aree
rE
duca
tion
Mov
emen
tT
he e
mer
genc
e of
car
eer
educ
atio
n as
a m
ajor
mov
emen
t in
educ
atio
n re
sulte
d fr
om a
dom
bina
tion
of fa
ctor
s. T
he p
revi
ousl
ydi
scui
sed
soci
etal
rad
eco
nom
ic p
robl
ems
of -
the
sixt
ies
caus
edpr
essu
re fo
r ch
ange
tow
ards
a s
yste
m m
ore
attu
ned
to c
aree
rpr
epar
atio
n. E
duca
tors
, adm
inis
trat
ors
and
legi
slat
ors
resp
onde
d,to
thes
e ne
eds
by e
ncou
ragi
ng g
reat
er e
mph
asis
on
the
voca
tiona
las
pect
s of
edu
catio
n. A
t the
sam
e tim
e, th
e ca
reer
dev
elop
men
tco
ncep
t has
bee
n br
oade
ned,
and
has
bee
n re
cogn
ized
as
invo
lvin
gm
ore
than
just
voc
atio
nal t
rain
ing
in s
econ
dary
sch
ools
, alth
ough
that
rem
ains
an
impo
rtan
t par
t of t
ie d
evel
opm
ent.
Let u
s lo
ok a
t the
dev
elop
men
t of t
he' c
aree
r ed
ucat
ion
mov
emen
t in
mor
e de
tail.
Voc
atio
nal e
duca
tion
exis
ts to
day
as a
n im
port
ant,
thou
ghse
para
te p
rogr
am w
ithin
our
sec
onda
ry s
choo
ls. T
houg
h th
e ra
nge
and
num
ber
of p
rogr
ams
that
can
be
offe
red
are
limite
d, th
eyha
ve g
ener
ally
bee
n su
cces
sful
in a
dvan
cing
indi
vidu
als'
car
eer
goal
s. In
vie
w o
f thi
s, it
is d
iffic
ult t
o un
ders
tand
why
suc
h a
smal
l per
cent
age-
29 p
erce
nt o
f Flo
rida'
s po
pula
tion
over
17
year
s of
age
has
ever
com
plet
ed a
voc
atio
nal e
duca
tion
cour
se.
Edu
cato
rs c
once
rned
with
this
phe
nom
enon
hav
e id
entif
ied
som
e.fa
ctor
s w
hich
they
bel
ieve
con
trib
ute
to th
e pr
oble
m:
the
com
part
men
taliz
atio
n of
voc
atio
nal e
duca
tion
and
acad
emic
edu
catio
n as
sep
arat
e do
mai
nsov
erem
phas
is o
n a
colle
ge e
duca
tion
as p
repa
ratio
n fo
r al
loc
cupa
tions
, whe
ther
or
not t
he c
onte
nt is
rel
evan
t to
the
occu
patio
nas
soci
atio
n of
soc
ial s
tatu
s w
ith a
cade
mic
deg
rees
the
assu
mpt
ion
that
all
educ
atio
n ta
kes
plac
e in
the
scho
olbu
ildin
gdu
ring
scho
olho
urs;
inad
equa
teus
e, o
f the
com
mun
ity in
edu
catio
nun
due
emph
asis
on
yout
h as
opp
osed
to a
ll ag
e gr
oups
, as
the
cons
umer
in th
e ed
ucat
iona
l sys
tem
mea
surin
g ed
ucat
iona
l acc
ompl
ishm
ent o
n th
e ba
sis
of ti
me
spen
t rat
ner
than
on
perf
orm
ance
dem
onst
rate
d_
Sev
eral
atte
mpt
s ha
ve b
een
mad
e in
the
past
dec
ade
toov
erco
me
thes
e ob
stac
les.
' Exp
erim
enta
l pro
ject
s ha
ve e
xplo
red
ava
riety
of w
ays
of r
elat
ing
schp
ol e
xper
ienc
es to
car
eer
prep
ara-
tion.
The
New
Jer
sey
"Tec
hnol
ogy
for
Chi
ldre
n" p
roje
ct, w
hich
was
des
igne
d to
giv
e el
emen
tary
sch
ool s
tude
nts
som
e fa
mili
arity
with
the
tool
s, m
ater
ials
and
pro
cess
es o
f sci
ence
, was
foun
d to
have
ben
efic
ial s
ide
effe
cts
in te
rms
of c
aree
r ed
ucat
ion.
InF
lorid
a, th
e N
ova
scho
ols
stru
ctur
ed a
cade
mic
offe
rings
aro
und
man
ual o
r te
chni
cal o
ccup
atio
nal s
kills
. Em
ploy
men
t rel
ated
expe
rienc
es b
egan
in fi
rst g
rade
and
dev
elop
ed in
dire
ctio
n an
dsp
ecia
lizat
ion
thro
ugh
the
'twel
ve g
rade
s. T
he A
me'
rican
Indu
strie
spr
ojec
t in
Wis
cons
in g
ave
indi
vidu
als
prog
ress
ive
expe
rienc
e in
prob
lem
-sol
ving
in in
dust
rial t
echn
olog
y, fi
nanc
e, e
cono
mic
s, a
ndm
arke
ting.
Con
stru
ctio
n an
d m
anuf
actu
ring
care
ers
wer
e em
pha
-'si
zed
in th
e In
dust
rial A
rts
Cur
ricul
um P
roje
ct' (
IAC
P),
and
alth
ough
it w
as d
esig
ned
for
use
at th
e ju
nior
hig
h le
vel,
it ha
sbe
en u
sed
for
inst
ruct
ion
of a
ppre
ntic
es a
s w
ell.
The
con
cept
of c
aree
r ed
ucat
ion
then
is n
ot n
ew. M
any
of th
eid
eas
embo
died
in c
aree
r ed
ucat
ion
have
bee
n ad
voca
ted
and-
trie
din
inno
vativ
e pr
ojec
ts s
uch
as th
ose
men
tione
d ab
ove,
as
wel
l as
man
y m
ore.
Est
ablis
hed
com
mun
ity o
rgan
izat
ions
hav
e al
som
oved
to m
eet t
he n
eed
for
care
er'e
duca
tion,
as
in th
e'Ju
nior
Ach
ieve
men
t pro
gram
, the
' Boy
--S
cout
s' E
xplo
rer
Pro
gram
, and
care
er c
lubs
spo
nsor
ed b
y pr
ofes
sion
al g
roup
s su
ch a
sle
gal
soci
etie
s, m
edic
al s
ocie
ties,
and
eng
inee
ring
soci
etie
s, a
s w
ell a
sbr
anch
es o
f the
arm
ed s
ervi
ces.
The
se "
prec
urso
r pr
ogra
ms"
are
prim
arily
dis
tingu
ishe
d fr
omth
e pr
esen
t car
eer
educ
atio
n pr
ogra
m m
odel
s in
that
mos
t of t
hepr
ecur
sor
prog
ram
s w
ere
not c
ompr
ehen
sive
. The
pre
curs
ors,
quite
-)of
ten,
str
esse
d on
ly o
ne o
r tw
o as
pect
s of
the
care
erde
velo
pmen
t pro
cess
, whi
le th
e ca
reer
edu
catio
n ap
proa
ch is
am
ore
glob
al a
ppro
ach.
Whi
le th
e pr
ecur
sors
wer
e ge
nera
lly li
mite
dto
cer
tain
are
as o
f the
cur
ricul
um, w
ere
inte
nded
for
a lim
ited
num
ber
of s
tude
nts,
and
wer
e re
stric
ted
to a
few
sch
ools
, the
mor
e co
mpr
ehen
sive
,car
eer
educ
atio
n., a
ppro
ach
enco
mpa
sses
the
entir
e cu
rric
ulum
, is
for
all s
tude
nts,
and
is o
ften
impl
emen
ted
ona
dist
rict-
wid
e or
sta
te-w
ide
basi
s,T
he m
ovem
ent t
owar
d ca
reer
edu
catio
n ga
ined
- im
petu
s fr
omco
mm
itmen
t at n
atio
nal a
nd s
tate
leve
ls b
y ed
ucat
ors,
adm
inis
tra-
tors
', an
d le
gisl
ator
s. T
ake
a m
inut
e to
exa
min
e th
e C
hron
olog
ical
Tab
le o
n pa
ge '2
9 w
hich
pin
poin
ts s
ome
of th
e hi
ghlig
hts
of th
ism
ovem
ent.
Con
gres
s su
ppoi
-ted
the
need
for
voca
tiona
l edu
catio
n by
pass
ing
the
Man
pow
er D
evel
opm
ent a
nd T
rain
ing
Act
(M
DT
A)
of19
62 a
nd th
e V
ocat
ion
Edu
catio
nA
ct o
f 196
3. T
he la
tter
act
ises
peci
ally
impo
rtan
t bec
ause
(a)
it re
pres
ente
d a
shift
inph
iloso
phy,
from
mee
ting
the
skill
nee
ds o
f the
mar
ket t
o m
eetin
gth
e em
ploy
men
t nee
ds o
f wor
kers
, and
(b)
it in
clud
ed s
ubst
antia
lfu
ndin
g fo
r re
sear
ch a
nd d
evel
opm
ent w
hich
laid
the
grou
ndw
ork
for
the
com
preh
ensi
ve c
aree
r ed
ucat
ion
conc
ept.
In 1
967,
the
Adv
isor
y C
ounc
il on
Voc
atio
nal E
duca
tion
advo
cate
d fiv
e.op
era-
tiona
lpr
inci
ple'
s fo
r vo
catio
nal e
duca
tion,
whi
ch in
clud
ed a
broa
dene
d co
ncep
t of v
ocat
iona
l edu
catio
n ra
ther
than
sim
ply
spec
ific
job
skill
s; r
educ
ed th
e se
para
tion
of a
cade
mic
and
voca
tiona
l edu
catio
n; in
crea
sed
resp
onsi
bilit
y to
war
d pe
rson
sw
ho h
ad g
radu
ated
or
drop
ped
out;
mad
e oc
cupa
tiona
l pre
para
-tio
n a
part
of e
very
edu
catio
nal e
xper
ienc
e; c
reat
ed e
ntry
-ree
ntry
syst
ems;
and
rec
ogni
zed
the
indi
vidu
al's
nee
ds, r
athe
r th
an th
ose
,
of th
e la
bor
mar
ket,
as th
e pr
inci
pal o
bjec
tive.
The
Cou
ncil
reco
mm
ende
d' th
at o
ccup
atio
nal p
repa
ratio
n be
gin
in th
e el
e-m
enta
ry s
Cho
ols,
con
tinue
thro
ugh
high
sch
ool a
na in
to 'a
dult
year
s, a
nd in
volv
e th
e co
mm
unity
in th
e ed
bcat
iona
l pro
cess
.T
hese
rec
omm
enda
tions
wer
e th
e ba
sis
for
the
1968
-Am
endm
ents
to th
e V
ocat
iona
l Edu
catio
n A
ct, w
hich
pro
vide
d fo
r "E
xem
plar
yP
rogr
ams"
and
fund
ed th
e U
.S. O
ffice
of E
duca
tion
(US
OE
)le
ader
ship
effo
rts.
One
res
ult O
f thi
s w
as th
e id
entif
icat
ion.
by
the
US
OE
's B
urea
Uof
Adu
lt, V
Oca
tiona
l and
Tec
hnic
al E
duca
tion
of fi
fteen
occ
upa-
tiona
l clu
ster
s ap
prop
riate
for
Car
eer
Edu
catio
n.--
(Tak
e a
mom
ent
to lo
ok a
t the
se o
n yo
ur p
oste
r.)
In 1
969,
the
US
OE
issu
ed s
-gu
idel
ines
for
rese
arch
and
dev
elop
men
t effO
rts,
and
:fo
rth
e ex
empl
ary
prog
ram
s an
d pr
ojec
ts. T
hese
exe
mpl
ary
proj
ects
wer
e to
enc
ompa
ss o
ccup
atio
nal a
war
enes
s at
the
elem
enta
ry a
ndse
cond
ary
scho
ol le
vel,
wor
k ex
perie
nce,
job-
skill
trai
ning
, and
inte
nsiv
e oc
cupa
tiona
l gui
danc
e an
d co
unse
ling
befo
re le
avin
gsc
hool
, usu
ally
dur
ing
the
last
yea
rs O
f hig
h sc
hool
. It i
s cl
ear
from
thes
e gu
idel
ines
that
the
US
OE
was
- st
reng
then
ing
the
deve
lopm
enta
l con
cept
of c
aree
r ed
ucat
ion
thro
ugho
ut th
e sc
hool
year
i. F
undi
ng fr
om th
e 19
68 A
men
dmen
ts a
lso
mad
e po
ssib
le a
num
ber
of r
esea
rch
proj
ects
rel
ated
to c
aree
r ed
ucat
ion,
suc
h as
1
29
fl
An
idea
who
se ti
me
has
com
eS
tate
of F
lorid
aan
d F
lorid
aS
choo
l Dis
tric
tsD
ate
Nat
iona
l
rono
logi
cal T
able
Flo
rida'
s "V
ocat
iona
lE
duca
tion
Pac
kage
"of
eig
ht b
ills
\
Ora
nge
Cou
nty
Pro
ject
Pin
ella
s C
ount
y P
roje
ct
Bro
war
d C
ount
y P
roje
ct
Bre
vard
Cou
nty
Pro
ject
Rec
omm
enda
tion,
Gov
erno
r's C
itize
nsC
omm
ittee
on
Edu
catio
n
$5 m
illio
n ap
prop
riatio
nfo
r de
i:tet
opm
eni a
ndim
plem
enta
tion
Dep
artm
ent o
f. E
duca
tion
Pos
ition
Pap
er
1960
1961
1962
1963
1964
1965
1966
1967
1968
Man
pow
'er
Dev
elop
men
t.an
d T
rain
ing
Act
Vbc
atio
nal E
duca
tion
Act
of 1
963
Fun
ding
($64
mill
ion
over
tive
yea
rs)
rese
arch
and
dev
elop
men
tun
der
VE
A o
f '63
Adv
isor
y C
ounc
il on
Voc
atio
nal E
duda
tion:
prin
cipl
ies
& c
ompo
nent
s
1969
1970
1971
'
1972
1973
VE
A A
men
dmen
ti; e
xem
plar
ypr
ogra
ms
and.
proj
ects
;U
SO
E*
job
clus
ters
US
OE
gui
delin
es
US
OE
: $9
mill
ion
Dr.
Mar
land
's s
peec
h4
care
er e
d. m
odel
s
6 de
mon
stra
tion
site
s fo
rth
e C
CE
M (
Com
preh
ensi
veC
aree
r E
dtic
atio
n M
odel
)($
2 m
illio
nF
unde
d by
US
OE
)
*11.
S. O
ffice
of E
duca
tion
the
Com
preh
ensi
ve C
aree
r E
duca
tion
Mod
el (
CC
EM
). T
his
mod
el,
whi
ch w
ill b
e de
scrib
ed in
det
ail i
n th
e ne
xt s
ectio
n, is
bei
ngde
mon
strk
ed a
t six
dev
elop
men
t site
s. T
his
"sch
ool-b
ased
com
-pr
ehen
sive
car
eer
ed6c
atio
n m
odel
" is
one
of t
he fo
ur m
ajor
care
ered
ucat
ion
mck
lels
bei
ng d
evel
oped
and
test
ed u
nder
spon
sors
hip
of th
e U
SO
E.
A m
ajor
forc
e in
the
care
er e
duca
tion
mov
emen
t was
the
com
mitm
ent o
f Dr.
Sid
ney
P. M
arl'a
nd, j
r.,
then
U.S
. Com
mis
-si
oner
of E
duca
tion,
who
dec
lare
d it
amon
g th
e hi
ghes
t prio
ritie
sof
his
adm
inis
trat
ion.
In S
epte
mbe
r, 1
971,
Dr.
Mar
land
turn
edov
er $
9 m
illio
n of
his
dis
cret
iona
ry fu
nds
for
x,oc
atio
nal r
esea
rch
and
deve
lopm
ent p
roje
cts
focu
sed
on e
stab
lishm
ent o
f com
pre-
hens
ive
care
er e
duca
tion
mod
els.
The
four
maj
or m
odel
s be
ing
deve
lope
d an
d te
sted
und
er th
is p
lan
are
desc
ribed
in th
e ne
xtse
ctio
n. If
you
with
to r
ead
Dr.
Mar
land
's m
ilest
one
spee
ch"C
aree
r E
duca
tion
Now
," it
is r
epro
duce
d as
an
OP
TIO
NA
LR
EA
DIN
G o
n pa
ges
32-3
4.If
not,
cont
inue
the
Pro
gram
.S
tate
age
ncie
s an
d le
gisl
atur
es h
ave
been
qui
ck to
res
pond
toth
e na
tiona
l lea
ders
hip.
Man
y st
ates
and
sch
ool d
istr
icts
wer
eal
read
y in
volv
ed to
som
e ex
tent
in c
aree
r-re
late
d ed
ucat
iona
lac
tiviti
es. T
he n
atio
nal i
mpe
tus
lent
senc
oura
gem
ent a
nd c
oord
ina-
tion
to th
ese
effo
rts,
and
hel
ped
them
mov
e to
war
d a
mor
eco
mpr
ehen
sive
app
roac
h. S
tate
s, s
uch
as C
alifo
rnia
, Ariz
ona,
Wis
cons
in, F
lorid
a, a
nd o
ther
s ha
ve p
asse
d le
gisl
atio
n to
fund
exte
nsiv
e ca
reer
edu
catio
n de
velo
pmen
ts. I
n F
lorid
a, fo
r ex
ampl
e,th
e co
mbi
ned
effo
rts
of th
e S
tate
Leg
isla
ture
, the
Sta
te B
oard
of
Edu
catio
n an
d th
e S
tate
Dep
artm
ent o
f Edu
catio
n ha
ve r
esul
ted
in th
e fo
unda
tion
of c
aree
r ed
ucat
ion
proj
ects
aro
und
the
stat
e.B
esid
es p
assi
ng th
e "V
ocat
iona
l Edu
catio
n P
acka
ge"
of 1
970,
whi
ch b
road
ened
the
defin
ition
of v
ocat
iona
l edu
catio
n, th
eLe
gisl
atur
e in
197
3 ap
prop
riate
d $5
mill
ion
for
care
er e
duca
tion
prog
ram
dev
elop
men
t and
impl
emen
tatio
n in
the
scho
ol d
istr
icts
.R
espo
nsib
ility
for
prog
ram
.pla
nnin
g ha
s be
en a
ssig
ned
to th
elo
cal s
choo
l dis
tric
ts. F
ive
Flo
rida
coun
ty p
roje
cts
wer
e un
derw
ayby
Jun
e, 1
973,
and
man
y m
ore
wer
e re
spon
ding
to th
e ca
ll fo
rac
tion
with
pro
gram
pro
posa
ls.
Nat
iona
l fun
ding
and
com
mitm
ent,
subs
tant
ial t
houg
h it
is,
wou
ld n
ot h
ave
been
ade
quat
e to
stim
ulat
e so
muc
h in
tere
st a
ndac
tivity
nat
ionw
ide
had
stat
es a
nd lo
cal d
istr
icts
not
bee
n st
artin
gto
mov
e in
this
dire
ctio
n. T
heir
activ
e an
d en
thus
iast
ic p
artic
ipa-
tion
will
be
esse
ntia
l if t
he a
mbi
tious
goa
ls o
f car
eer
educ
atio
n ar
eto
be
achi
eved
. Hoy
t, et
al.
(197
2) h
ave
said
,"I
f suc
h a
conf
lagr
atio
n co
uld
be ig
nite
d w
ith s
o sm
all a
. fla
me,
spo
ntan
eous
.co
mbu
stio
n m
ust h
ave
been
nea
r. C
aree
r E
duca
tion
is a
n id
eaw
hose
tim
e ha
s co
me.
"
Opt
iona
l
CA
RE
ER
ED
UC
AT
ION
NO
Wby
Sid
ney
P. M
ar la
nd; J
r., f
orm
er U
.S.
Com
mis
sion
er o
f E
illiq
atio
n
... m
ost
Am
eric
ans
ask:
"W
hat a
re w
e ed
ucat
ing
our
child
ren
for?
", Edu
cato
rs, i
t see
ms
to m
e, h
ave
too
ofte
n an
swer
ed: "
We
sim
ply
are
not s
ure.
"U
ncer
tain
ly is
the
hallm
ark.
of
our
era.
And
bec
ause
man
yed
ucat
ors
have
bee
n un
sure
as
to h
ow th
ey c
ould
bes
t dis
char
geth
eir
dual
res
pons
ibili
ty to
mee
t the
stu
dent
's n
eeds
on
the
one
hand
and
to s
atis
fy th
e co
untr
y's
infi
nite
soc
ial a
nd e
cono
mic
appe
tites
on
the
othe
r,th
ey h
ave
'oft
en s
uccu
mbe
d to
the
tem
ptat
ion
to p
oint
.a G
od-l
ike
fing
er a
t voc
atio
nal e
duca
tors
and
dam
n th
em f
or th
eir
failu
re to
mee
t the
nat
ion'
s m
anpo
wer
requ
irem
ents
and
dou
bly
dam
n th
em f
or th
eir
failu
re to
mee
t the
youn
gste
r's c
aree
r re
quir
emen
ts, n
ot to
men
tion
his
pers
onal
fulf
illm
ent a
s a
hum
an b
eing
... H
ow c
an w
ebl
ame
voca
tiona
l edu
cato
rs f
or th
e hu
ndre
dsof
thou
sand
s of
piti
fully
inca
pabl
e bo
ys a
nd g
irls
who
leav
e ou
rhi
gh s
choo
ls e
ach
year
whe
n th
e tr
uth
is th
at th
e va
st m
ajor
ity o
fth
ese
youn
gste
rs h
ave
neve
r se
en th
e in
side
of
a vo
catio
nal
clas
sroo
m?
The
y ar
e th
e un
fort
unat
e in
mat
es, i
n m
ost i
nsta
nces
,of
a c
urri
culu
m th
at is
nei
ther
fis
h no
r fo
wl,
neith
er tr
uly
voca
tiona
l nor
trul
y ac
adem
ic. W
e ca
ll it
gene
ral e
duca
tion.
Isu
gges
t we
get r
id o
f it.
Wha
teve
r in
tere
st w
e re
pres
ent,
fede
ral,
stat
e, o
r lo
cal,
whe
ther
we
teac
h or
adm
inis
ter,
we
mus
t per
forc
e de
ny o
urse
lves
the
swee
t sol
ace
of k
now
ing
the
othe
r fe
llow
is in
the
wro
ng. W
esh
are
the
guilt
for
the
gene
raliz
ed f
ailu
re o
f ou
r pu
blic
sys
tem
of
educ
atio
n to
equ
ip o
ur p
eopl
e to
get
and
hol
d de
cent
jobs
. And
the
rem
edy
likew
ise
depe
nds
upon
all
of u
s. A
s D
r. "
Gra
nt V
enn
said
in h
is b
ook,
Man
, Edu
catio
n, a
nd M
anpo
wer
: "If
we
wan
t an
educ
atio
nal s
yste
m d
esig
ned
to s
erve
eac
h in
divi
dual
and
tode
velo
p hi
s cr
eativ
e po
tent
ial i
n a
self
-dir
ectin
g w
ay, t
hen
we
have
wor
k to
do
and
attit
udes
to c
hang
e."
The
fir
st a
ttitu
de th
at w
e sh
ould
cha
nge,
I s
ugge
st, i
s ou
r ow
n.W
e m
ust p
urge
our
selv
es o
f ac
adem
ic s
nobb
ery.
For
edu
catio
n's
mos
t ser
ious
fai
ling
is it
s se
lf-i
nduc
ed, v
olun
tary
fra
gmen
tatio
n,th
e st
rong
tend
ency
of
educ
atio
n's
seve
ral p
arts
to s
epar
ate
from
one
anot
her,
to d
ivid
e th
e en
tire
ente
rpri
se a
gain
st it
self
The
mos
t gri
evou
s ex
ampl
e of
thes
e in
tram
ural
cla
ss d
istin
ctio
ns is
, of
cour
se, t
he f
alse
dic
hoto
my
betw
een
thin
gs a
cade
mic
and
thin
gsvo
catio
nal.
As
a fi
rst :
ltep,
I s
ugge
st w
e di
spos
e of
the
term
voca
tiona
l edu
catio
n, a
nd a
dopt
the
term
car
eer
educ
atio
n. E
very
youn
g pe
rson
in s
choo
l bel
ongs
in th
at c
ateg
ory
at s
ome
poin
t,w
heth
er e
ngag
ed in
pre
pari
ng th
be
a su
rgeo
n, a
bri
ckla
yer,
am
othe
r, o
r a
secr
etar
y.H
ow a
bsur
d to
sug
gest
that
gen
eral
kno
wle
dge
for
its o
wn
sake
is s
omeh
ow s
uper
ior
to u
sefu
l kno
wle
dge.
"Pe
dant
s sn
eer
at a
ned
ucat
ion
that
is u
sefu
l,"A
lfre
d N
orth
Whi
tehe
ad o
bser
ved.
"B
utif
edu
catio
n is
not
use
ful,"
he
wen
t on
to a
sk, "
Wha
t is
it?"
The
answ
er, o
f co
urse
, is
that
it !
7s n
othi
ng A
ll ed
ucat
ion
is c
aree
red
ucat
ion,
or
shou
ld b
e. A
nd a
ll ou
r ef
fort
s as
edu
cato
rs m
ust b
ebe
nt o
n pr
epar
ing
stud
ents
eith
er to
bec
ome
prop
erly
, use
fully
empl
oyed
imm
edia
tely
upo
n gr
adua
tion
from
hig
h sc
hool
or
togo
on
to f
urth
er f
orm
al e
duca
tion.
Any
thin
g el
se is
dan
gero
usno
nsen
se. I
pro
pose
that
a u
nive
rsal
goa
l of
Am
eric
an e
duca
tion,
star
ting
now
, be
this
: tha
t eve
ry y
oung
per
son
com
plet
ing
our
scho
ol p
rogr
am a
t Gra
de 1
2 be
rea
dy to
ent
er h
ighe
r ed
ucat
ion
orto
ent
er u
sefu
l and
rew
ardi
ng e
mpl
oym
ent.
Con
trar
y to
all
logi
c an
d al
l exp
edie
ncy,
we
cont
inue
to tr
eat
voca
tiona
l tra
inin
g as
edu
catio
n's
poor
cou
sin.
We
are
thre
bype
rpet
uatin
g th
e so
cial
qua
rant
ine
it ha
s be
en in
sin
ce th
e da
ys o
fth
e an
cien
t Gre
eks,
and
, for
all
I kn
ow, b
efor
e th
ek S
ince
the
orig
inal
voc
atio
nal f
ield
s w
ere
defi
ned
shor
tly b
efor
e W
orld
War
Ias
agr
icul
ture
, ind
ustr
y, a
nd h
omem
akin
g, w
e ha
ve to
o of
ten
taug
ht th
ose
skill
s gr
udgi
ngly
dull
cour
ses
in d
ull b
uild
ings
for
the
bene
fit o
f w
hat w
e al
l kne
w w
ere
youn
g pe
ople
som
ehow
pre-
judg
ed n
ot f
it fo
r co
llege
as
thou
gh c
olle
ge w
ere
som
ethi
ngbe
tter
for
ever
yone
. Wha
t a p
ity a
nd h
ow f
oolis
h, p
artic
ular
ly f
ora
coun
try
as d
epen
dent
upo
n he
r m
achi
nes
and
her
tech
nolo
gy a
sA
mer
ica.
The
anc
ient
Gre
eks
coul
d af
ford
suc
h sn
obbe
ry a
t atim
e w
hen
a ve
ry s
hort
cou
rse
wou
ld s
uffi
ce to
inst
ruct
ia m
an
1
how
to im
itate
a b
east
of b
urde
n. W
e A
mer
ican
s m
ight
eve
n ha
vebe
en a
ble
to a
fford
, it a
hal
f-ce
ntur
y ag
o w
hen
a bo
y m
ight
obse
rve
the
full
rang
e of
his
occ
upat
iona
l exp
ecta
tions
by
wal
king
besi
de h
is fa
ther
at t
he ti
me
of p
low
ing,
by
wat
chin
g th
e fa
rmer
s,bl
acks
mith
s, a
nd tr
ades
men
who
did
bus
ines
s in
his
hom
e to
wn.
But
how
diff
eren
ti th
ings
are
toda
y an
d ho
w g
rave
our
nee
d to
resh
ape
our
syst
em o
f edu
catio
n to
mee
t the
car
eer
dem
ands
of
the
asto
nish
ingl
y co
mpl
ex te
chno
logi
cal s
ocie
ty w
e liv
e in
. Whe
nw
e ta
lk o
f tod
ay's
car
eer
deve
lopm
ent,
we
are
not t
o! z
:rig
abo
utbl
acks
mith
ing.
We
are
talk
ing
abou
t the
cap
acity
of .
,r p
eopl
e to
sust
ain
and
acce
lera
te th
e pa
ce o
f pro
gres
s in
.is c
ount
ry in
ever
y re
spec
t dur
ing
a lif
etim
e of
lear
ning
. And
thin
g le
ss.
The
que
stio
n. s
eem
s to
be
fairl
y si
mpl
e, if
c' h
ave
the
cour
age
and
crea
tivity
to fa
ce it
: Sha
ll w
e pe
r're
in th
e tr
aditi
onal
prac
tices
that
are
obv
ious
ly n
ot p
rop,
-eq
uipp
ing
fully
hal
f or
mor
e of
our
you
ng p
eopl
e or
sha
llnm
edic
tely
und
erta
ke th
ere
form
atio
n of
our
ent
ire s
ee.r
y ed
ucat
ion
in o
rder
topo
sitio
n it
prop
erly
for
max
im2o
ntrib
utio
n to
our
indi
vidu
alan
d na
tiona
l life
?I t
hink
our
cho
ice
is a
ppe
.r. C
erta
inly
con
tinue
d in
deci
sion
and
pres
erva
tion
of th
e st
at,.s
quo
can
onl
y re
sult
in a
dditi
onal
mill
ions
of y
oung
men
and
wom
en le
avin
g ou
r hi
gh s
choo
ls,-
With
or w
ithou
t ben
efit
of d
iplo
ma,
unf
itted
for
empl
oym
ent,
unab
leor
unw
illin
g to
go
on to
col
lege
, and
car
ryin
g aw
ay li
ttle
mor
eth
an a
n en
durin
g di
stas
te fo
r ed
ucat
ion
in a
ny fo
rm, u
nski
lled
and
unsc
hool
ed: I
ndee
d, if
we
are
to p
onde
r th
ough
tfully
the
grow
ing
char
ge o
f "irr
elev
ance
" in
our
sch
ools
and
col
lege
s, le
t us
look
sha
rply
at t
he a
bom
inat
ion
know
n as
gen
eral
edu
catio
n.O
f tho
se s
tude
nts
curr
ently
in h
igh
scho
ol, o
nly
thre
e ou
t of
ten
will
go
on to
aca
dem
ic c
olle
ge-le
vel w
ork
One
-thi
rd o
f tho
sew
ill d
rop
out b
efor
e ge
tting
a b
acca
laur
eate
deg
ree.
Tha
t mea
nsth
at e
ight
out
of t
en p
rese
nt h
igh
scho
ol s
tude
nts
shou
ld b
e"g
ettin
g oc
cupa
tiona
l tra
inin
g of
som
e so
rt. B
rit o
nly
abou
t tw
o of
thos
e ei
ght s
tude
nts
are,
in fa
ct, g
ettin
g su
ch tr
aini
ng. C
onse
-qu
ently
, hal
f our
hig
h sc
hool
stu
dent
s, a
tota
l of a
ppro
xim
atel
y1,
5003
00 a
yea
r, a
re b
eing
offe
red
wha
t am
ount
s to
irre
leva
nt,
gene
ral e
duca
tiona
l pap
/In
pai
ned
puzz
lem
ent t
hey
toil
at w
ater
ed-d
own
gene
ral
alge
bra,
they
str
uggl
eto
reco
llect
the,
diff
eren
ce b
etw
een
adje
ctiv
es a
nd a
dver
bs, a
nd th
ey ju
ggle
in th
eir
min
ds th
e at
omic
wei
ght o
f pot
assi
um in
non
-col
lege
sci
ence
. The
libe
ral a
rts
and
scie
nces
of o
ur tr
aditi
onal
col
lege
-pre
para
tory
cur
ricul
um a
rein
deed
des
irabl
e fo
r th
ose
who
wan
t the
m a
nd c
an u
se th
em. B
utth
ere
mus
t be
desi
re a
nd r
ecep
tivity
, and
for
mill
ions
of o
urch
ildre
n, w
e m
ust c
once
de, s
uch
know
ledg
e is
nei
ther
use
ful n
orjo
yful
. The
y do
not
love
it fo
r its
ow
n sa
ke a
nd th
ey c
anno
t sel
l it
in th
e ca
reer
mar
ketp
lace
. Sm
all w
onde
r so
man
y dr
op o
ut, n
otbe
caus
e th
ey h
ave
faile
d, b
ut b
ecau
se w
e ha
ve fa
iled
thei
n W
how
ould
not
at t
he e
arlie
st c
onve
nien
t and
lega
l mom
ent l
eave
an
envi
ronm
ent t
hat i
s ne
ither
sat
isfy
ing,
ent
erta
inin
g, n
or p
rodu
c-tiv
e? W
e pr
oper
ly d
eplo
re th
e la
rge
num
bers
of y
oung
men
and
wom
en w
ho le
ave
high
sch
ool b
efor
e gr
adua
tion.
But
, in
sim
ple
trut
h, fo
r m
ost o
f the
m d
ropp
ing
out i
s th
e m
ost s
ensi
ble
elec
tive
they
can
cho
ose.
At l
east
they
can
sub
stitu
te th
e ex
cite
men
t of
the
stre
et c
orne
r fo
r th
e m
ore
obsc
ure
char
ms_
of g
ener
alm
athe
mat
ics.
I wan
t to
stat
e m
y cl
ear
conv
ictio
n th
at a
pro
perly
effe
ctiv
eca
reer
edu
catio
n re
quire
s a
new
edu
catio
nal u
nity
. It r
equi
res
abr
eaki
ng d
own
of th
e ba
rrie
rs th
at d
ivid
e ou
r ed
ucat
iona
l sys
tem
into
par
ochi
al e
ncla
ves.
Our
ans
wer
is th
at w
e m
ust b
lend
our
curr
icul
a an
d ou
r st
uden
ts in
to a
sin
gle
stro
ng s
econ
dary
sys
tem
.Le
t the
aca
dem
ic p
repa
ratio
n be
bal
ance
d w
ith th
e vo
catio
nal o
rca
reer
pro
gram
. Let
one
stu
dent
take
str
engt
h fr
om a
noth
er. A
nd,
for
the
futu
re h
ope
of e
duca
tion,
let u
s en
d th
e di
visi
ve, s
nobb
ish,
dest
ruct
ive
dist
inct
ions
in le
arni
ng th
at d
o no
ser
vice
to th
e ca
use
of k
now
ledg
e, a
nd d
o no
hon
or to
the
nam
e of
Am
eric
anen
terp
rise.
It is
terr
ibly
impo
rtan
t to
teac
h a
youn
gste
r th
e sk
ills
he n
eeds
to li
ve, w
heth
er w
e ca
ll th
em a
cade
mic
or
voca
tiona
l, w
heth
er h
ein
tend
s to
Mak
e hi
s liv
ing
with
a w
renc
h, o
r a
slid
e ru
le, o
r fo
lioed
ition
s of
Sha
kesp
eare
. But
it is
crit
ical
ly im
port
ant,
to e
quip
that
you
ngst
er to
live
his
life
as
a fu
lfille
d hu
man
bei
ng. A
sS
ecre
tary
Ric
hard
son
said
, "I r
emin
d yo
u th
at th
is d
epar
tmen
t of
gove
rnm
ent m
ore
than
any
thin
g el
se is
con
cern
ed w
ith h
uman
e-ne
ss."
Ted
Bel
l, -n
ow D
eput
y C
omm
issi
oner
for
Sch
ool S
yste
ms
inO
E, m
ade
the
poin
t par
ticul
arly
wel
l in
a re
cent
spe
ech
to a
stud
ent g
over
nmen
t gro
up. H
e w
as s
pecu
latin
g on
the
step
s a
youn
g pe
rson
nee
ds to
take
not
just
to g
et a
dip
lom
a or
a d
egre
eto
day,
but
to m
ake
reas
onab
ly s
ure
he w
ill c
ontin
ue to
lear
n in
the
year
s ah
ead,
to b
e an
edu
cate
d m
an o
wom
an in
term
) of
the
futu
re, a
per
sona
l fut
ure.
Dr.
Bel
l sai
d:
'Her
e th
e le
sson
is f
or e
ach
pers
on to
dev
elop
a p
erso
nal
plan
for
life
long
lear
ning
: lea
rnin
g ab
out t
he w
orld
we
live
in, t
he p
eopl
e th
at in
habi
t it,
the
envi
ronm
entp
hysi
cal
gind
soc
ialth
at w
e fi
nd a
roun
d, u
s; le
arni
ng a
bout
the
scie
nces
, the
art
s, th
e lit
erat
ure
we
have
inhe
rite
d an
d ar
ecr
eatin
g; -
'but
mos
t of
all,
lear
ning
the
way
the
wor
ld's
peop
les
are
inte
ract
ipg
with
one
ano
ther
. If
one,
edu
cate
shi
mse
lf in
thes
e th
ings
, he
will
hav
e a
pret
ty g
ood
chan
ce o
fsu
rviv
al a
nd o
f a
good
life
.'In
oth
er w
ords
, lif
e an
d ho
w to
live
it is
the
prim
ary
voca
tion
of a
ll of
us.
And
the
ultim
ate
test
of
our
educ
atio
nal p
roce
ss, o
nan
y le
vel,
is h
ow c
lose
it c
omes
to p
repa
ring
our
peo
ple
tobe
aliv
e an
d ac
tive
with
thei
r he
arts
, and
thei
r m
inds
, and
, for
man
y,th
eir
hand
s as
wel
l.'
.. :
We
have
'beg
un, a
t lea
st in
par
t, th
e di
ffic
ult,
cont
inui
ngw
ork
of r
efor
m. T
hese
rke
nt tu
mul
tuou
s ye
ars
of c
halle
nge
and
stri
fe a
nd a
ll-en
com
pass
ing
chan
ge h
ave
give
n us
less
ons
to le
arn,
espe
cial
ly le
sson
s in
hum
ility
. .
.
With
a g
uara
ntee
of
your
tole
ranc
e an
d su
ppor
t I w
ill r
etur
n to
Was
hing
ton
and
my
new
dut
ies
conf
iden
t tha
t the
abs
olut
e ne
edto
dev
elop
a s
tron
g ne
w p
rogr
am o
f ca
reer
edu
catio
n is
wel
lun
ders
tood
by
you
who
mus
t und
erst
and
it, th
at y
ou a
nd I
agr
eeon
the
kind
of
actio
n th
at m
ust b
e ta
ken
and
the
urge
ncy
ofta
king
it .
..
Afte
r re
adin
g th
is s
elec
tion
retu
rn to
pag
e 30
in th
epr
ogra
m.
I34
Exe
rcis
es
The
follo
win
g ex
erci
ses
will
hel
p yo
u to
sum
mar
ize
the
mai
npo
ints
con
cern
ing
the
"pre
curs
ors"
to c
aree
r ed
ucat
ion.
The
pag
enu
mbe
rs a
t the
end
of e
ach
exer
cise
ref
er to
the
page
s w
hich
dea
ltw
ith th
e in
form
atio
n in
que
stio
n.
1. L
ist s
ome
of th
e m
ajor
pro
blem
s w
hich
pro
mpt
ed th
e em
erge
nce
of th
e ca
reer
educ
atio
n co
ncep
t in
the
late
six
ties
and-
early
.sev
entie
s. (
See
pp.
22 to
27
.)
j2.
The
rap
id g
row
th o
f the
car
eer
educ
atio
n m
ovem
ent w
as d
ue, i
n pa
rt, t
o th
e hi
ghpr
iorit
y gi
ven
to it
by
the
U.S
. Offi
ce o
f Edu
catio
n. L
ist s
ome
of th
e sp
ecifi
c ac
tions
whi
ch d
emon
stra
ted
the
US
OE
's c
omm
itmen
t to
the
care
er e
duca
tion
conc
ept.
(See
pp.
28-3
0.)
'
1111
11=
1111
1111
1111
3. T
here
was
one
maj
or d
istin
guis
hing
cha
ract
eris
tic b
etw
een
the
prec
urso
r pr
ogra
ms
and
care
er e
duca
tion.
Iden
tify
this
cha
ract
eris
tic b
y fil
ling
in th
e fo
llow
ing
sent
ence
: (S
ee.'
p. 2
8.)
Ear
ly e
xper
imen
tal p
rogr
ams
wer
e no
t bro
ad e
noug
h in
- sc
ope
fo c
ompr
ise
aca
reer
edu
catio
n pr
ogra
m.
Def
initi
ons
Now
that
we
have
see
n th
e pr
oble
ms
whi
ch p
rom
pted
the
care
er e
duca
tion
mov
emen
tan
d ha
ve ta
ken
a br
ief l
ook
at th
e pr
ecur
sor
prog
ram
s, p
erha
ps w
e sh
ould
pau
s'e
here
and
. tak
e a
look
, at t
hree
con
cept
s w
hich
see
m to
be
at th
e ve
ry h
eart
of o
ur d
iscu
ssio
n: c
aree
r,ca
reer
dev
elop
men
t and
, of c
ours
e, c
aree
r ed
ucat
ion.
CA
RE
ER
: "C
aree
r" d
oes
not m
ean
the
sam
e th
ing
as "
job.
" C
aree
r is
a b
road
er te
rm.
The
dic
tiona
ry te
lls u
s th
at a
"ca
reer
" is
a lo
ng-t
erm
or
life-
long
pur
suit,
that
itsi
gnifi
es d
oing
som
ethi
ng w
hich
is p
rodu
ctiv
e in
nat
ure,
that
it im
plie
s sp
ecia
l pre
para
tion
or tr
aini
ng, a
nd th
at it
ref
lect
s so
met
hing
of t
he p
erso
n's
self-
conc
ept.
Mos
t the
oris
ts o
nca
reer
'edu
catio
n w
ould
add
sev
eral
oth
er d
imen
sion
s to
rou
nd o
ut o
ur d
efin
ition
; the
maj
ority
wou
ld a
dd th
at a
car
eer,
may
incl
ude
both
pai
d an
d un
paid
wor
k, in
whi
ch c
ase
they
wou
ld r
efer
to th
e pa
id c
aree
rs a
s oc
cupa
tions
. Mos
t, if
not a
ll ca
reer
edu
cato
rs,
wou
ld o
mit
as a
rcha
ic th
e in
terp
reta
tion
of "
care
er"
as r
efer
ring
to o
nly
thos
eoc
cupa
tions
whi
ch h
ave
the
high
est p
rest
ige
in o
ur s
ocie
ty, s
uch
as o
ccup
atio
ns r
elat
ed to
Med
icin
e, th
e La
w, o
r th
e C
lerg
y. M
any
wou
ld in
clud
e su
ch n
onec
onom
ical
ly m
otiv
ated
.ca
reer
s as
that
of p
aren
t, ci
tizen
, gro
up m
embe
r an
d ne
ighb
or a
s be
ing
equa
lly im
port
ant
to a
n in
divi
dual
's-d
evel
opm
ent a
s ha
ving
an
occu
patio
nal c
aree
r. W
ithou
t elim
inat
ing
any
of th
e ot
her
care
ers
whi
ch a
per
son
mig
ht a
dopt
as
an a
dult,
car
eer
educ
atio
n fo
cuse
sm
ost s
harp
ly, b
ut n
ot e
xclu
sive
ly, o
n th
e de
velo
pmen
t of a
n in
divi
dual
's p
oten
tial t
obe
com
e an
eco
nom
ical
ly p
rodu
ctiv
e m
embe
r of
soc
iety
, and
use
s th
is fo
cus
to a
ssis
t the
indi
vidu
al in
the
acqu
isiti
on o
f tho
se' s
kills
nec
essa
ry fo
r su
cces
s in
thei
r ot
her
"life
care
ers.
"T
he m
anne
r in
whi
ch y
ou d
efin
e th
e co
ncep
t "ca
reer
" w
ill h
ave
a pr
ofou
nd e
ffect
on
the
way
in w
hich
you
vie
w c
aree
r ed
ucat
iona
l obj
ectiv
es a
nd a
ctiv
ities
. The
re a
re s
ever
alde
finiti
onso
f the
term
out
lined
on
page
37.
But
bef
ore
usin
g th
ose
as a
ref
eren
ce, t
ake
am
inut
e he
re a
nd w
rite
dow
n yo
ur o
wn
defin
ition
of "
care
er."
You
may
wan
t to
use
this
defin
ition
, rat
her
than
any
of t
hose
adv
ance
d by
ano
ther
aut
hor,
in y
our
wor
k w
ith y
our
colle
ague
s an
d st
uden
ts.
Exe
rcis
es
Now
, you
may
wan
t to
turn
to th
e op
tiona
l rea
ding
on
page
. 37
and
see
how
oth
ers
have
def
ined
car
eer.
- If
not,
plea
se tu
rn to
pag
e 38
.
36
Rea
ding
sO
ptio
nal
CA
RE
ER
a fe
w d
efin
ition
s.
"A c
aree
r is
a p
erso
nally
sat
isfy
ing
succ
essi
on o
f pr
oduc
tive
activ
ities
hin
ged
toge
ther
over
a li
fetim
e an
d ge
nera
lly le
adin
g to
gre
ater
sat
isfa
ctio
n an
d co
ntri
butio
n."
CA
RE
ER
ED
UC
AT
ION
: WH
AT
IT
IS
AN
D H
OW
TO
DO
IT
, Ken
neth
B. H
oyt,
etal
., re
prin
ted
by p
erm
issi
on. O
lym
pus
Publ
ishi
ng C
o., (
1972
).
"A d
efin
ition
of
care
er c
omes
clo
se to
a s
ecul
ariz
atio
n of
the
clas
sica
l con
cept
of
voca
tion
. .. T
he p
sych
olog
ical
aur
a su
rrou
ndin
g ca
reer
sug
gest
s th
ere
leva
nce
to it
of
such
term
s as
com
mitm
ent,
dedi
catio
n, in
tern
aliz
atio
k lif
esty
les,
ser
vice
, the
use
of
know
ledg
e, p
ersp
ectiv
e to
war
ds V
e, n
uina
n re
latio
nshi
ps, a
nd li
fe g
oals
. .. A
ll hu
man
bein
gs a
re in
volv
ed in
car
eer
actin
ides
; all
hum
an b
eing
s m
ust d
evel
op th
e co
mpe
tenc
e,th
e sk
ills,
the
pers
onal
und
erst
andi
ngs,
and
the
know
ledg
es e
ssen
tial f
or th
e su
cces
sful
perf
orm
ance
of
thei
r ro
les,
to s
erve
the
inte
rest
s of
bot
h th
eir
fello
w m
en a
nd th
emse
lves
:T
he c
once
pt o
f th
e ca
reer
s cu
rric
ulum
invo
lves
a c
entr
ality
of
conc
ern
for
the
rang
e of
life
care
ers
in w
hich
the
indi
vidu
al w
ill e
ngag
e.
..
"A C
aree
rs C
urri
culu
m",
Kei
th G
oldh
amm
er, f
rom
CA
RE
ER
ED
UC
AT
ION
:PE
RSP
EC
TIV
E A
ND
PR
OM
ISE
, Kei
ji G
oldh
amm
ir a
nd R
ober
t E. T
aylo
r,re
prin
ted
by p
erm
issi
on. C
harl
es E
. Mer
ril P
ublis
hing
Co.
, (19
72).
"A s
eque
nce
of c
hoic
es w
hich
for
m a
pat
tern
thro
ugho
ut o
ne's
life
and
whi
ch r
epre
sent
aspe
cts
of th
e se
lf-c
once
pt."
CA
RE
ER
ED
UC
AT
ION
: A H
AN
DB
OO
K O
F FU
ND
ING
RE
SOU
RC
ES,
Cha
rles
W.
Rya
n, r
epri
nted
by
perm
issi
on. H
ough
ton,
Mif
flin
Co.
, (19
73).
"The
term
car
eer
incl
udes
pro
duct
ive
activ
ity w
hich
is s
alar
ied
or n
on-s
alar
ied.
"
"Car
eer
Edu
catio
n in
Flo
rida
", A
n of
fici
al p
ositi
on p
aper
of
the
Dep
artm
mt o
fE
duca
tion,
Oct
ober
, 197
3.
Aft
er ie
adin
g th
is s
ectio
n tu
rn to
pag
e 39
in th
e pr
ogra
m
Car
eer
deve
lopm
ent:
Giv
en th
e de
finiti
on y
ou h
ave
just
spe
cifie
d fo
r th
e co
ncep
t"c
aree
r,"
we
can
now
beg
in to
exp
lore
the
proc
ess
and
varia
bles
whi
ch a
ffect
its
deve
lopm
ent.
Edu
cato
rs h
ave
long
bee
n ac
quai
nted
with
the
com
plex
ities
and
see
min
gly
endl
ess
varia
tions
of p
atte
rns
whi
ch h
ave
com
e to
be
know
n as
hum
an d
evel
opm
ent.
Onl
yre
cent
ly, h
owev
er, h
ave
beha
vior
al s
cien
tists
beg
un to
est
ablis
h th
e ou
tline
s of
a p
roce
ssth
at c
an b
e ca
lled
"car
eer
deve
lopm
ent."
The
fact
ors
invo
lved
in th
is d
evel
opm
enta
lpr
oces
s ha
ve b
een
clar
ified
with
adv
ance
s in
suc
h fie
lds
as p
syC
holo
gy, p
sych
omet
rics,
soci
olog
y, e
cono
mic
s, a
nd g
uida
nce
and
coun
selin
g. T
wo
maj
or c
oncl
usio
ns h
ave
com
e ou
t of t
he la
st th
ree
deca
des
of r
esea
rch
on th
e su
bjec
t: fir
st, c
aree
r de
velo
pmen
t is
a pa
rt o
f the
bro
ader
pro
cess
of h
uman
dev
elop
men
t, an
d to
be
unde
rsto
od, m
ust b
evi
ewed
as
such
; sec
ond,
the
proc
ess
of c
aree
r de
velo
pmen
t has
pro
foun
d si
gnifi
canc
e on
an in
divi
dual
's s
elf-
deve
lopm
ent a
nd s
elf-
conc
ept.
Acc
ordi
ng to
Sam
uel O
sipo
w (
1973
), w
e no
w k
now
the
follo
win
g ab
out t
he c
aree
rde
velo
pmen
t pro
cess
:
1. W
e ca
n sa
y th
at c
aree
r de
velo
pmen
t tak
es p
lace
in a
soc
ial s
ettin
g, a
nd is
def
ined
, to
a gr
eat d
egre
e, b
y th
e ch
arac
teris
tics
and
cond
ition
s of
the
soci
ety
and
cultu
re in
whi
ch it
take
s pl
ace.
2. C
aree
r de
velo
pmen
t is
a pr
oces
s w
hich
is in
fluen
ced
by c
hang
es b
oth
with
in th
ein
divi
dual
, and
in th
e en
viro
nmen
t of w
hich
the
indi
vidu
al is
a p
art.
3. W
ith th
e tr
emen
dous
em
phas
is w
hich
is g
iven
to p
rodu
ctiv
e la
bor,
and
occ
upat
ions
with
in o
ur s
ocie
ty, t
he c
aree
r de
velo
pmen
t pro
cess
can
pro
duce
anx
iety
in m
akin
gca
reer
dec
isio
ns. D
issa
tisfa
ctio
ns a
nd u
nhap
pine
ss c
an r
esul
t if t
he d
ecis
ions
are
base
d up
on m
isin
form
atio
n, o
r in
suffi
cien
t inf
orm
atio
n.
4. A
bilit
ies
seem
to p
lay
a m
ore
impo
rtan
t rol
e in
. car
eer
plac
emen
t tha
n ca
reer
inte
rest
s. A
lthou
gh a
per
son'
s in
tere
sts
may
pro
vide
dire
ctio
n, a
ny lo
ng-t
erm
invo
lvem
ent i
n a
care
er is
usu
ally
bas
ed o
n th
e pe
rson
's a
bilit
ies.
5. T
he id
ea th
at a
n, in
divi
dual
's c
hara
cter
istic
s in
dica
te o
ne, a
nd o
nly
one
occu
patio
nfo
r w
hich
that
per
son
is s
uite
d is
out
date
d an
d in
accu
rate
. Stu
dies
indi
cate
-tha
t the
grea
t maj
ority
of p
eopl
e ca
n us
e th
eir
tale
nts
and
skill
s in
a v
arie
ty o
f occ
upat
iona
lse
tting
s.
In a
dditi
on, w
e ca
n sa
y th
at:
6. In
our
rap
idly
, cha
ngin
g w
orld
, the
idea
that
mos
t per
sons
will
cho
ose
an o
ccup
atio
nor
car
eer
for
.an
entir
e lif
etim
e is
out
date
d. B
ecau
se w
e al
l go
thro
ugh
a pr
oces
s of
cont
inua
lly c
hngi
ng in
tere
sts-
and
adap
ting'
to c
hang
es a
roun
d us
; car
eer
deve
lop-
men
t mus
t be
cons
ider
ed a
life
long
pro
cess
, not
lim
ited
to la
te a
dole
scen
ce. A
lso,
sinc
e ca
reer
dev
elop
men
t is
part
of t
he b
road
er p
roce
ss o
f hum
an d
evel
opm
ent,
itbe
gins
in e
arly
chi
ldho
od; l
ong
befo
re th
e ad
oles
cent
yea
rs.
38
,A
lthou
gh r
esea
rch
in c
aree
r de
velo
pmen
t has
bee
n go
ing
on s
tead
ily s
ince
the
turn
of
the
cent
ury,
and
exp
erie
nced
a g
reat
ups
urge
dur
ing
the
early
fort
ies
and
the
imm
edia
tepo
st W
orld
War
II p
erio
d, e
duca
tors
hav
e no
t app
lied
the
frui
ts o
f the
se e
ffort
s to
the
solu
tion
of th
eir
educ
atio
nal p
robl
ems
until
ver
y re
cent
ly. D
r. E
dwin
L. H
err
prov
ided
-th
e ca
taly
st fo
r a
flurr
y of
con
stru
ctiv
e ac
tivity
with
the
publ
icat
ion
of h
is th
ough
t -pr
ovok
ing
pape
r en
title
d, "
Uni
fyin
g. A
n E
ntire
Sys
tem
Of E
duca
tion
Aro
und
A C
aree
rD
evel
opm
ent T
hem
e."
He
synt
hesi
zed
muc
h of
wha
t had
bee
n st
udie
d, a
nd fo
rmul
ated
asu
ccin
ct s
tate
men
t of w
hy th
e ed
ucat
iona
l sys
tem
and
res
earc
h in
car
eer
deve
lopm
ent
shou
ld b
e lin
ked
toge
ther
. Por
tions
of t
his
pape
r ha
ve b
een
repr
oduc
ed in
the
OP
TIO
NA
LR
EA
DIN
G o
n pa
ges
40.4
2 fo
r yo
u if
you
have
inte
rest
in a
mor
e de
taile
d lo
ok a
t the
vario
us a
ppro
ache
s to
car
eer
deve
lopm
ent.
Now
you
may
wan
t to
look
at s
ome
shor
t def
initi
ons
of c
aree
r de
velo
pmen
t pro
duce
dby
lead
ing
educ
ator
s. If
so,
turn
to th
e op
tiona
l rea
ding
on
page
43.
If n
ot, c
ontin
ue th
epr
ogra
m o
n pa
ge 4
4.
Rea
ding
Opt
iona
l
Uni
fyin
g. a
n E
ntire
-S
yste
m o
f Edu
catio
n A
roun
d A
Car
eer
Dev
elop
men
t the
me
by E
dwin
L. H
err
Wor
k ha
s al
way
s ha
d th
e po
tent
ial o
f m
eetin
g m
ore
than
the
econ
omic
nee
ds o
f m
an. I
t als
o pr
ovid
es .a
mea
ns o
f m
eetin
g fa
rbr
oade
r so
cial
and
psy
chol
ogic
al n
eeds
am
ong
whi
ch a
re n
eeds
for
soci
al in
tera
ctio
n, p
erso
nal d
igni
ty, i
dent
ific
atio
n an
d hu
man
rela
tions
hips
. In
view
of
the
prev
alen
ce o
f al
iena
tion,
cha
ract
er-
ized
by
diff
icul
ties
in s
eein
g on
esel
f su
rely
and
con
stru
ctiv
ely
as a
part
of
the
adul
t soc
iety
, it s
eem
s ap
pare
nt th
at m
any
indi
vidu
als
have
not
bee
n as
sist
ed to
vie
w w
ork
as h
avin
g pe
rson
al r
elev
ance
,as
bei
ng c
ritic
al to
the
way
of
life
they
will
exh
ibit,
or
as b
eing
aco
nsL
ient
veh
icle
for
fin
ding
sel
f-fu
lfill
men
t..T
he m
ost c
onsi
sten
t app
roac
h to
car
eer
deve
lopm
ent,
atle
ast i
n a
hist
oric
al s
ense
, is
that
labe
led
trai
t and
fac
tor.
The
trai
t=
and
fac
tor
appr
oach
to c
aree
r de
velo
pmen
t, be
caus
e of
its
cons
iste
nt p
artn
ersh
ip w
ith th
e fi
ndin
gs o
f ps
ycho
met
rics
, has
.id
entif
ied
the
impo
rtan
ce o
f ce
rtai
n sp
ecif
ic f
aCto
rs to
cho
ice
beha
vior
, job
sat
isfa
ctio
n, a
nd jo
b su
cces
s. I
t has
exa
min
ed a
ndid
entif
ied
the
inte
ract
ion
of v
aria
bles
suc
h as
occ
upat
iona
las
pira
tions
, occ
upat
iona
l ste
reot
ype
and
occu
patio
nal p
rest
ige
asth
ey in
flue
nce
pers
onal
val
ue s
yste
ms
and
by w
hich
is d
elim
ited
the
occu
patio
nal f
ield
s in
whi
ch e
xplo
ratio
n w
ill b
e fo
cuse
d; th
eim
port
ance
of
soci
al s
tatu
s, s
ocio
-eco
nom
ic b
ackg
roun
d, p
aren
tal
infl
uenc
es a
nd th
e ex
iste
nce
or la
ck o
f ex
iste
nce
of r
ole
mod
els
incr
eatin
g th
e cl
imat
e in
whi
ch v
ocat
iona
l dev
elop
men
t pro
ceed
s;th
e oc
cupa
tiona
l lim
its p
resc
ribe
d by
inte
llige
nce
leve
l and
by
the
poss
essi
on o
f sp
ecif
ic a
ptitu
des.
It h
as d
emon
stra
ted
that
mos
tin
divi
dual
s ha
ve m
ultip
oten
tialit
y an
d, th
us, t
he c
liche
that
ther
eis
one
rig
ht jo
b fo
r ev
eryo
ne h
as li
ttle
foun
datio
n in
rea
lity.
In
addi
tion,
trai
t and
fac
tor
appr
oach
es c
ast l
ight
on
the
rang
e of
abili
ty a
nd te
mpe
ram
ent f
ound
in .a
nd th
e la
titud
e w
hich
isav
aila
ble
to to
lera
te in
divi
dual
dif
fere
nces
in m
ost o
ccup
atio
ns.
...T
rait
and
fact
or th
eory
has
giv
en im
petu
s to
an
actu
aria
lap
proa
ch to
voc
atio
nal d
evel
opm
ent i
n w
hich
are
cou
ched
prob
abili
ty s
tate
men
ts o
f su
cces
s an
d fa
ilure
in te
rms
of s
peci
fic
task
s or
jobs
. The
logi
c of
trai
t and
fac
tor
appr
oach
es is
ref
lect
edin
the
assu
mpt
ions
that
indi
vidu
al d
iffe
renc
es c
an b
e ob
serv
edan
d .c
lass
ifie
din
term
s of
cer
tain
vari
able
s; o
ccup
atio
nal
requ
irem
ents
can
be
clas
sifi
ed in
ana
logo
us w
ays;
and
, thu
s th
e
indi
vidu
al c
an b
e "m
atch
ed"
to th
e ri
ght o
ccup
atio
n. S
uch
assu
mpt
ions
rep
rese
nt b
oth
the
stre
ngth
s an
d th
e w
eakn
esse
s of
trai
t and
fac
tor
appr
oach
es to
car
eer
deve
lopm
ent.
Tra
it an
dfa
ctor
app
roac
hes
have
bee
n pr
imar
ily o
rien
ted
to s
peci
fic
occu
patio
ns o
r to
spe
cifi
c ta
sks
but c
aree
r de
velo
pmen
t is
not
conc
erne
d so
lely
with
the
choi
ce o
f an
occ
upat
ion
per
se b
utra
ther
with
a p
roce
ss b
y w
hich
suc
h ch
oice
s ca
n .b
e pu
rpos
eful
lyin
tegr
ated
ina
patte
rnin
g of
dec
isio
nsth
roug
a w
hi6h
an
indi
vidu
al p
lans
and
impl
emen
ts h
is m
easu
rabl
e tr
aits
as
wel
l as
thei
rpe
rson
al m
eani
ng to
him
. Fur
ther
,tr
ait
and
fact
orap
proa
ches
are
sta
tic in
nat
ure.
The
y do
not
pro
vide
for
or
cons
ider
sys
tem
atic
ally
thed
ynam
ics,
the
chan
ging
nat
ure
of th
ein
divi
dual
or
the
envi
ronm
enta
l cha
raite
rist
ics
to w
hich
he
mus
tre
late
him
self
.,
... A
thir
d ap
proa
ch:to
! ca
reer
dev
elop
men
t is
soci
olog
ical
lyba
sed.
It h
as b
ecom
e in
crea
sing
ly c
lear
that
the
soci
al s
truc
ture
of
whi
ch o
ne is
a p
art h
as a
gre
at d
eal t
o do
with
the
viab
ility
of
the
choi
ces
whi
ch a
re m
ade.
Thu
s, th
ere
are
limita
tions
pla
ced
upon
care
er d
evel
opm
ent b
y re
stri
cted
soc
ial c
lass
hor
izon
s. M
uch
flou
nder
ing
in d
ecis
ion-
mak
ing
is a
res
ult o
f lim
ited
aven
ues
ofca
reer
cho
ice
or li
mita
tions
upo
n th
e kn
owle
dge
of o
ppor
tuni
ties
avai
labl
e to
the
indi
vidu
al s
o re
stri
cted
.. .
. A f
ourt
h ap
proa
ch is
one
whi
ch c
an b
e de
scri
bed
as a
com
plex
info
rmat
ion
proc
essi
ng m
odel
. It s
ugge
sts
that
the
mag
nitu
de o
f th
e in
form
atio
n, o
f th
e fa
ctor
s w
hich
nee
d to
be
cons
ider
ed, i
n ca
reer
dev
elop
men
t is.
so o
verw
helm
ing
that
the
indi
vidu
al p
rem
atur
ely
sele
cts
a ca
reer
, and
sup
port
s hi
s se
lect
ion
by r
atio
naliz
atio
n, o
r by
a p
roce
ss w
hich
Fes
tinge
r (1
957)
cal
lsco
gniti
ve d
isso
nanc
e, w
ithou
t, co
ffic
ient
thou
ght t
o th
e im
plic
a-tio
ns o
f th
e ch
oice
.. A
fift
h ap
proa
ch is
bas
ed in
)nee
d or
'per
sona
lity
theo
ry.
The
maj
or a
ssum
ptio
n of
this
app
roac
h is
that
bec
ause
of
diff
eren
ces
in p
erso
nalit
y st
ruct
ure
indi
vidu
als
deve
lop
cert
ain
need
pfe
disp
ositi
ons,
the
satis
fact
ion
of w
hich
are
sou
ght i
n,oc
cupa
tiona
l cho
ices
and
ulti
mat
ely
thro
ugh
care
er d
evel
opm
ent.
Thi
s 'h
iera
rchy
or
patte
rn o
f pe
rion
al o
rien
tatio
ns d
irec
ts th
ein
divi
dual
tow
ard
an e
nvir
onm
ent w
ithin
whi
ch c
an b
e fo
tind
satis
fact
ion
or a
red
uctio
n of
nee
ds. S
uch
an a
ppro
ach
give
s m
ore
emph
asis
than
the
othe
rs c
ited
to g
enet
ics,
chi
ld-r
eari
ng p
ract
ices
,an
d ea
rly
child
hood
exp
erie
nces
as
thes
e re
late
to la
ter
voca
tiona
lbe
havi
or.
The
six
th a
nd f
inal
app
roac
h to
be
cons
ider
ed,_
her
e is
that
whi
ch g
ives
maj
or e
mph
asis
to th
e im
port
ance
of
the
self
-con
cept
.Se
lf-c
once
pt a
ppro
ache
s to
dec
isio
n-m
akin
g an
d ca
reer
dtv
elop
-m
ent c
an b
e se
para
ted
from
per
sona
lity
or n
eed
appr
oach
es n
otbe
caus
e th
ey r
ejec
t the
latte
r bu
t bec
ause
thei
r em
phas
es a
rem
ore
deve
lopm
enta
lly f
ocus
ed a
ndtil
eim
port
ance
of
the
.se
lf-c
once
pt, a
s th
e in
tegr
atin
g co
nstr
uct,
is a
ccen
tuat
ed. T
heas
sum
ptio
n is
mad
e th
at in
divi
dual
beh
avio
r is
sha
ped
by o
ne's
self
-con
cept
sys
tem
, the
pic
ture
s w
hich
one
has
of
him
self
indi
ffer
ent r
oles
, whi
ch h
e at
tem
pts
to im
plem
ent t
hrou
gh c
aree
rde
velo
pmen
t and
in s
peci
fic
choi
ce. b
ehav
ior.
One
lear
ns th
roug
hex
peri
ence
and
by
soci
aliz
atio
n w
hat k
ind
of p
erso
n he
is, t
hat o
fw
hich
he,
is c
apab
le, w
hat h
e va
lues
, his
str
engt
hs a
nd w
eakn
esse
s,an
d th
e ki
nds
of o
utle
ts w
hich
will
be
com
patib
le w
ith th
epi
ctur
es h
e ha
s of
him
self
. Thi
s is
a d
ynam
ic m
odel
whi
chpr
ovid
es f
or c
hang
e in
indi
vidu
al b
ehav
ior,
cha
nge
in e
nvir
on-
men
tal e
xpec
tatio
ns, a
nd c
hang
e in
the
inte
ract
ion
betw
een
the
indi
vidu
al a
nd th
e en
viro
nmen
t....
The
col
lect
ive
find
ing
of th
ese
seve
ral a
ppro
ache
s to
car
eer
deve
lopm
ent i
s th
at c
aree
r de
velo
pmen
t lik
e al
l hum
an b
ehav
ior
isco
mpl
ex. L
ike
othe
r de
velo
pmen
tal p
roce
sses
, ind
ivid
uals
will
diff
er in
thei
r re
adin
ess
leve
l and
in th
e w
ays
by w
hich
they
deve
lop.
Thu
s, n
ot e
very
one
will
rea
ch th
e sa
me
poin
t at t
he s
ame
time.
Car
eer
deve
lopm
ent i
sin
tegr
al to
the
tota
l fab
ric
ofpe
rson
ality
uev
elop
men
t bro
adly
con
ceiv
ed. I
t is
char
acte
rize
d by
prog
ress
ive
deve
lopm
ent w
ithin
a n
etw
ork
of im
ping
ing
forc
esin
trin
sic
and
extr
insi
c to
the
indi
vidu
al. C
aree
r de
velo
pmen
t and
choi
ce b
ehav
ior
deve
lop
thro
ugh
proc
esse
s of
gro
wth
and
lear
ning
whi
ch e
xten
d fr
om in
fanc
y th
roug
h at
leas
t you
ng a
duith
ood.
Cho
ice
beha
vior
invo
lves
a s
erie
s of
inte
rdep
ende
nt d
ecis
ions
whi
ch a
re to
som
e ex
tent
irre
vers
ible
. The
fac
tors
whi
ch in
tera
ctw
ith c
hoic
e-m
akin
g an
d w
hich
nee
d to
be
deve
lope
d in
clud
epe
rson
al c
apac
ities
, int
eres
ts a
nd v
alue
s; th
e av
aila
bilit
y an
d th
ere
quir
emen
ts o
f tr
aini
ng; o
ppor
tuni
ties
avai
labl
e in
the
occu
pa-
tiona
l str
uctu
re; a
nd, t
he s
elf-
conc
ept a
s it
is c
ost a
gain
st s
uch
rela
tions
hips
as
self
in in
stitu
tion,
sel
f an
d en
viro
nmen
t, an
dse
lf-i
n-pr
oces
s.
Voc
atio
nal b
ehav
ior
and
care
er s
elec
tion
deve
lop
from
less
effe
ctiv
e be
havi
or a
nd u
nrea
listic
or
fant
asy
choi
ces
to m
ore
com
plex
beh
avio
r, m
ore
spec
ific
ally
in s
elec
tion
and
mor
ere
alis
tic c
hoos
ing
...C
aree
r de
velo
pmen
t the
ory
indi
cate
s th
at in
divi
dual
s pr
ogre
ssth
roug
h lif
e st
ages
whi
ch p
lace
upo
n th
em d
iffe
rent
exp
ecta
tions
in te
rms
of th
e sp
ecif
icity
and
the
real
ism
of
care
er c
hoic
e an
dth
ese
are
med
iate
d to
a la
rge
degr
ee b
y th
e cu
ltura
l str
ata
and
the
soci
o-ec
onom
ic c
lass
of
whi
ch o
ne is
a p
art.
Thu
s, w
hat o
nebe
com
es a
s a
pers
on a
s w
ell a
s in
the
voca
tiona
l sen
se d
epen
dsup
on h
is m
aste
ry o
f an
arr
ay o
f de
velo
pmen
tal t
asks
, inc
ludi
ngsp
ecif
ic le
arni
ng ta
sks,
whi
ch f
md
thei
r ge
nesi
s in
the
earl
y ye
ars
of th
e fa
mily
.B
ecau
se o
f th
e im
port
ance
of
earl
y ch
ildho
od e
xper
ienc
es in
the
fam
ily, t
he s
choo
l and
the
com
mun
ity, i
nter
vent
ion
in c
aree
rde
velo
pmen
t nee
ds to
beg
in d
urin
g th
e fi
rst d
ecad
e of
life
. Thi
s is
the
nurs
ery
of h
uman
nat
ure
and
the
time
whe
n th
e at
titud
es a
refo
rmed
whi
ch u
ltim
atel
y ar
e m
anif
este
d in
voc
atio
nal c
omm
it-m
ent o
r re
ject
ion.
You
ngst
ers
in e
lem
enta
ry s
choo
ls m
ust b
eex
pose
d to
exp
erie
nces
whi
ch a
re m
eani
ngfu
l in
term
s of
thei
rin
divi
dual
cha
ract
eris
tics
and
to in
form
atio
n w
hich
is a
ccur
ate
ifth
eyar
eno
t to
carr
y re
sidu
als
of e
xagg
erat
ion
and
over
-ro
man
ticiz
edoc
cupa
tiona
lst
ereo
type
sin
tola
ter
deci
sion
-pr
oces
sing
. Fur
ther
, it i
s re
lativ
ely
futil
e to
exp
eCt o
ne in
ear
ly o
rm
id-a
dole
scen
ce to
com
mit
ones
elf
to a
spe
cifi
c oc
cupa
tiona
lch
oice
, exc
ept a
s he
rej
ects
the
norm
al c
ultu
ral e
xpec
tatio
n to
invo
lve
him
self
in e
duca
tion,
but
it is
pos
sibl
e an
d ce
ntra
l to
this
life
stag
e to
wed
occ
upat
iona
l and
edu
catio
nal i
nfor
mat
ion
tovo
catio
nal e
xplo
ratio
n...
Car
eer
deve
lopm
ent t
heor
y al
so e
mph
asiz
es th
e im
port
ance
of
prov
idin
g yo
ungs
ters
exp
erie
nces
whi
ch e
nabl
e th
em to
iden
tify
and
try
on s
uita
ble
wor
k ro
les.
Pro
babl
y th
e ri
ches
t sou
rce
ofth
ese
oppo
rtun
ities
for
mos
t you
ng .p
eopl
e is
par
t-tim
e w
ork
expe
rien
ce. B
ut to
rec
eive
max
imum
. edu
catio
nal v
alue
, the
stim
uli w
hich
wor
k pr
ovid
es m
ust b
e an
alyz
ed in
rel
atio
n to
the
self
. Wor
k is
not
the
only
.way
to :t
est
real
ity. C
urri
cula
rex
peri
ence
s an
d ex
tra-
curr
icul
ar e
xper
ienc
es if
use
d w
ith p
urpo
se,
anal
yzed
, and
pla
ced
into
a c
onte
xt m
eani
ngfu
l to
the
indi
vidu
alca
n se
rve
this
pur
pose
wel
l.C
aree
r de
velo
pmen
t the
ory
also
poi
nts
out t
hat d
ecis
ion-
mak
ing
invo
lves
act
ion.
Thu
s w
ays
mus
t be
foun
d to
hel
pst
uden
ts ta
ke r
espo
nsib
ility
for
thei
r ow
n le
arni
ng a
nd in
crea
sing
-ly
for
thei
r ow
n di
rect
ion.
The
y ne
ed to
be
mor
e in
volv
ed in
plan
ning
. To
lear
n to
be
resp
onsi
ble
and
to b
e in
volv
ed y
ou h
ave
to b
e gi
ven
resp
onsi
bilit
y an
d in
volv
emen
t.In
sum
, as
the
find
ings
of
care
er d
evel
opm
ent h
ave
unfo
lded
,th
e em
phas
es a
ttend
ant t
o gu
idan
ce a
nd th
e as
pect
s of
edu
catio
nw
hich
hav
e vo
catio
nal i
mpl
icat
ions
hav
e sh
ifte
d fr
om a
Par
soni
anm
odel
of
mat
chin
g m
an a
nd jo
b to
a m
odel
mor
e co
mm
itted
toth
e cl
arif
icat
ion
of th
ose
aspe
cts
of s
elfe
.g. i
nter
ests
, cap
aciti
es,
valu
esw
hich
nee
d de
velo
pmen
t for
a li
felo
ng p
roce
ss o
f pl
anni
ngan
d de
cisi
on-m
akin
g. W
ithin
the
indi
vidu
al m
ust b
e fo
ster
ed a
cons
ciou
s aw
aren
ess
that
he-
doe
s ha
ve c
hoic
es, h
e m
ust b
eas
sist
ed to
ver
baliz
e an
d m
ake
expl
icit
thos
e ch
oice
s w
ith w
hich
he is
pre
sent
ed, a
nd to
tran
slat
e th
ese
into
act
ion.
The
bas
e of
alte
rnat
ives
fro
m w
hich
indi
vidu
als
conc
eptu
aliz
e ch
i ice
mus
t be
mad
e br
oade
r th
an th
e di
chot
omy
betw
een
wor
k an
e co
llege
. The
alte
rnat
ive
plan
s of
act
ion
whi
ch e
nsue
mus
t be
test
ed a
gain
st a
clar
ifie
d va
lue
syst
em w
ithin
'whi
ch a
re r
ecog
nize
d an
d im
ple-
men
ted
corc
epts
rel
ated
to th
e ri
sk f
unct
ion
as a
bas
ic a
ndes
sent
ial r
ealit
y. T
he in
divi
dual
mus
t be
enco
urag
ed a
nd a
ssis
ted
to d
eter
min
e at
any
giv
en c
hoic
e po
int w
hat k
ind
of d
ecis
ion
isin
volv
ed a
nd th
e fa
ctor
s in
here
nt in
the
deci
sion
that
mak
e a
diff
eren
ce to
him
. Suc
h ex
pect
atio
ns c
anno
t be
acco
mpl
ishe
d by
any
set o
f sp
ecia
lists
alo
ne b
ut m
ust p
erva
de a
nd b
e re
info
rced
thro
ugho
ut th
e ed
ucat
iona
l pro
cess
...
Afte
r re
adin
g th
is s
elec
tion
retu
rn to
pag
e 39
in th
epr
ogra
m
42-
Rea
ding
sO
ptio
nal
CA
RE
ER
DE
VE
LOP
ME
NT
as a
few
writ
ers
see
it
"Thr
ough
a c
aree
r a
pers
on s
eeks
to _
prog
ress
ivel
y ac
com
mod
ate
the
envi
ronm
ent t
o su
ithi
mse
lf w
hile
sim
ulta
neou
sly
bein
g pr
ogre
ssiv
ely
inco
rpor
ated
by
the
envi
ronm
ent.
Car
eer
deve
lopm
ent i
s a
bala
ncin
g op
erat
ionr
ecog
nizi
ng a
nd m
eetin
g th
e ne
eds
of th
ein
divi
dual
whi
le r
ecog
nizi
ng a
nd r
espo
ndin
g to
out
side
for
ces
and
a lif
elon
g pr
oces
s of
wor
king
out
a s
ynth
esis
bet
wee
n th
e se
lf a
nd th
e re
aliti
es a
nd li
mita
tions
of
the
wor
ld."
CA
RE
ER
DE
VE
LO
PME
NT
: GR
OW
TH
AN
D C
RIS
IS, A
rthu
r K
roll,
rep
rint
ed b
ype
rmis
sion
. Wile
y, (
I 9
70).
"Car
eer
deve
lopm
ent i
s se
lf d
evel
opm
ent o
ver
the
life
span
thro
ugh
educ
atio
n, w
ork,
and
leis
ure.
"
CA
RE
ER
GU
IDA
NC
E: P
AST
, PR
ESE
NT
, AN
D F
UT
UR
E, N
orm
an C
. Gys
bers
and
Ear
l J. M
oore
, Uni
vers
ity, o
f M
isso
uri,
(197
2). R
epri
nted
by
perm
issi
on.
"A li
felo
ng p
roce
ss w
hich
invo
lves
a s
erie
s of
exp
erie
nce,
dec
isio
ns, a
nd in
tera
ctio
ns. S
elf
conc
ept i
s in
terw
oven
with
the
prog
ress
ive
natu
re o
f th
is d
evel
opm
ent."
CA
RE
ER
ED
UC
AT
ION
: A H
AN
DB
OO
K O
F FU
ND
ING
RE
SOU
RC
ES,
Cha
rles
W.
Rya
n, r
epri
nted
by
perm
issi
on. H
ough
ton,
Mif
flin
, Co.
, (19
73).
Afte
r re
adip
g th
is s
elec
tion,
go
to p
age
44 in
the
prog
ram
Car
eer
Edu
catio
n:B
asic
ally
, car
eer
educ
atio
n is
the
inst
itutio
naliz
atio
n w
ithin
the
educ
atio
nal s
yste
m o
f tho
se c
once
pts
we
have
use
d to
def
ine
care
er a
nd c
aree
rde
velo
pmen
t. It
is a
ref
ocus
ing
of th
e ed
ucat
iona
l spo
tligh
t so
that
it ta
kes
iti n
ot o
nly
'act
iviti
es w
hich
are
aca
dem
ical
ly o
rient
ed, b
ut a
lso
allo
ws
the
lear
ner
to lo
ok a
t the
wor
ldof
car
eers
and
occ
upat
ions
.It
is a
bro
ad e
duca
tiona
l app
roac
h, fo
unde
d on
our
know
ledg
e of
hum
an d
evel
opm
ent a
nd c
aree
r de
velo
pmen
t. It
is th
e or
gani
zatio
nal
reco
gniti
on o
f the
impo
rtan
ce o
f car
eers
and
occ
upat
ions
in th
e liv
es o
f con
tem
pora
ryan
d fu
ture
Am
eric
ans.
It is
an
educ
atio
nal i
nnov
atio
n th
at is
bui
lt on
the
expe
rienc
e of
the
past
, yet
is fu
ture
orie
nted
.C
an y
ou s
ynth
esiz
e al
l of t
he fo
rego
ing
info
rmat
ion
into
you
r ow
n de
finiti
on o
f car
eer
e s"
ied
ucat
ion?
Do
not h
esita
te to
pro
ject
you
r ow
n th
ough
ts in
a d
efin
ition
. Afte
r fa
shio
ning
Eic
erci
seyo
ur d
efin
ition
, loo
k at
the
othe
r de
finiti
ons
on p
ages
45-
461
...
Thi
nk itov
er'
I
45
Rpa
ding
s
CA
RE
ER
. ED
UC
AT
ION
has
man
y de
finiti
ons
.. .
".. .
car
eer
educ
atio
n m
ay b
e co
nsid
ered
as
the
deve
lopm
ent,
of th
e sk
ills
and
know
ledg
e th
roug
h w
hich
indi
vidu
al s
tude
nts
may
ful
fill
thei
r"ow
n un
ique
nee
ds w
ithre
gard
to o
ccup
atio
nal c
hoic
e, s
ocia
l res
pons
ibili
ty, l
eisu
retim
e ac
tiVity
,- a
nd p
erso
nal
deve
lopm
ent.
Car
eer
educ
atio
n is
com
pris
ed o
f th
ose
grad
ual,
cum
ulat
ive,
edu
catio
nal a
ctiv
ities
and
expe
rien
ces
nece
ssar
y fo
r a
stud
ent t
o ac
hiev
e in
crea
sing
kno
wle
dge
and
,per
sopa
lco
mpe
tenc
e, s
o th
at h
e m
ay a
chie
ve s
atis
fyin
g an
d se
lf-s
usta
inin
g ro
les
in s
ocie
ty.
At t
he m
inim
um, c
aree
r ed
ucat
ion
invo
lves
the
deve
lopm
ent o
f an
obj
ectiv
e op
inio
n-re
gard
ing
one'
s se
lf, k
now
ledg
e of
the
vari
ous
bptio
ns o
pen
to o
ne, a
nd s
kills
in g
oal
form
ulat
ion,
per
sona
l pla
nnin
g, a
nd d
ecis
ion
mak
ing,
In
its f
ull e
xten
t it a
lso
invo
lves
know
ledg
e of
how
to a
ugm
ent o
ne's
opt
ions
and
how
to s
ucce
ssfu
lly p
ursu
e on
e's
goal
s."
CA
RE
ER
ED
UC
AT
ION
: AN
AN
NO
TA
TE
D B
IBL
IOG
RA
PHY
FO
R T
EA
CH
ER
SA
ND
CU
RR
ICU
LU
M D
EV
EL
OPE
RS,
rep
rint
ed b
y pe
rmis
sion
. Am
eric
an I
nstit
utes
of R
esea
rch,
(19
73).
".. .
car
eer
educ
atio
n is
a p
repa
ratio
n fo
r al
l mea
ning
ful a
nd p
rodu
ctiv
e ac
tivity
at
wor
k or
at l
eisu
re, w
heth
er p
aid
or v
olun
tary
, as
empl
oyee
or
empl
oyer
, in
priv
ate
busi
ness
or
in th
e pu
blic
sec
tor,
or
in th
e fa
mily
. The
key
wor
ds a
re 'p
rodu
ctiv
ity' a
nd'a
chie
vem
ent'
':
CA
RE
ER
ED
UC
AT
IOt4
: WH
AT
IT
IS
AN
D H
OW
TO
DO
IT
, Hoy
t, et
al.,
repr
inte
d by
per
mis
sion
. Oly
mpu
s Pu
blis
hing
Co.
, (19
72).
"Car
eer
educ
atio
n is
a c
ompr
ehen
sive
edu
catio
n pr
ogra
m f
ocus
ed o
n ca
reer
s, b
egin
ning
in e
arly
chi
ldho
od a
nd c
ontin
uing
thro
ugho
ut th
e ad
ult y
ears
. It p
rovi
des
for
an e
mph
asis
on th
e st
uden
t's d
evel
opm
ent o
f an
aw
aren
ess
of th
e w
orld
of
care
ers,
exp
lora
tion
ofca
reer
opp
ortu
nitie
s ba
sed
on p
erso
nal a
ttrib
utes
and
asp
irat
ions
, and
the
form
ulat
ion
ofca
reer
dev
elop
men
t dec
isio
ns b
ased
on
real
istic
cho
ices
. It i
s de
sign
ed to
ass
ist t
hest
uden
t's id
entz
fica
tion
of th
e. in
terr
elat
ions
hips
of
care
er d
evel
opm
ent t
o se
lf-f
ulfi
llmen
tan
d to
soc
ial r
espo
nsib
ility
. The
fur
ther
ance
of
care
er e
duca
tion
requ
ires
a d
irec
tin
vOlv
emen
t of
the
tota
l com
mun
ity w
ith th
e ed
ucat
iona
l sys
tem
."
AT
TIT
UD
E, A
ND
IN
FOR
MA
TIO
N S
UR
VE
YA
SSE
SSM
EN
T,
Car
eer
Edu
catio
nC
urri
culu
m L
abor
ator
y, T
he F
lori
da S
tate
Uni
vers
ity, 0
973)
.
Rea
ding
s
rear
Edu
catio
n in
Flo
rida
"Car
eer
educ
atio
n is
an
inte
gral
life
long
pro
cess
. It p
repa
res
indi
vidu
als
to b
ecom
epe
rson
ally
ful
fille
d, e
cono
mic
ally
sel
f-su
ffic
ient
, and
res
pori
sive
to th
eir
resp
onsi
bilit
ies
asci
tizen
s.T
he f
unda
men
tal c
once
pt o
f ca
reer
edu
catio
nis
that
all
aspe
cts
ofed
ucat
ionc
urri
culu
m in
stru
ctio
n, c
ouns
elin
g, a
nd w
orki
ngsh
ould
be
invo
lved
in th
ispr
oces
s.
Car
eer
educ
atio
n is
nei
ther
aca
dem
ic e
duca
tion
nor
voca
tiona
l edu
catio
n, b
ut is
an
inte
grat
ion
of le
arni
ng a
nd d
oing
whi
ch in
volv
es b
oth.
It i
s a
tota
l con
cept
whi
ch s
houl
dpe
rmea
te. a
ltedu
catio
n, g
ivin
g a
new
cen
tral
ity to
the
obje
ctiv
e of
suc
cess
ful p
repa
ratio
nfo
r an
d de
l4lo
pmen
t of
a lif
elon
g, p
rodu
ctiv
e ca
reer
.
Car
eer
educ
atio
n is
con
tinuo
us. I
t ext
ends
fro
m k
inde
rgar
ten
thro
ugh
the
univ
ersi
ty, a
ndth
roug
hout
the
wor
king
life
of
the
indi
vidu
al. U
nder
this
con
cept
, eve
ry le
arne
r sh
ould
leav
e th
e ed
ucat
iona
l sys
tem
with
a s
alea
ble
skill
. Thi
s m
eans
a m
inim
um o
f an
ent
ry-l
evel
occu
patio
nal s
kiq.
The
com
plex
ity o
f th
is s
kill
will
dep
end
upon
the
poin
t at w
hich
the
lear
ner
leav
es ta
edu
catio
nal s
yste
m, a
s w
ell a
s th
e ca
reer
inte
rest
of
the
lear
ner.
Car
eer
educ
atio
n al
so in
volv
es r
etur
ning
to th
e ed
ucat
iona
l sys
tem
to g
ain
furt
her
com
pete
ncie
sin
one
's c
aree
r or
to c
hang
e ca
reer
dir
ectio
n.
Car
eer
educ
atio
n fu
nctio
ns th
roug
h th
e to
tal e
ffor
ts o
f pu
blic
edu
catio
n, th
e ho
me,
and
the
com
mun
ity. I
t is
aim
ed a
t hel
ping
all
indi
vidu
als
beco
me
fam
iliar
with
the
valu
es o
f a
prod
uctiv
e so
ciet
y,to
inte
grat
e th
ese'
val
ues
into
per
sona
l val
ue s
yste
ms,
and
toim
plem
ent t
hese
val
ues
in in
divi
dual
life
sty
les.
As
a re
sult,
a p
rodu
ctiv
e ca
reer
sho
uld
beco
me
poss
ible
, mea
ning
ful,
and
satis
fyin
g fo
r ea
ch in
divi
dual
.
Bas
ical
ly, c
aree
r ed
ucat
ion
conc
erns
itse
lf w
ith th
e pr
oble
ms
of th
e ec
onom
ic m
anth
roug
h pr
ovid
ing
him
with
a li
nk b
etw
een
his
educ
atio
n an
d hi
s w
ork.
It a
lso
reco
gniz
eith
at th
ere
are
som
e si
gnif
ican
t asp
ects
of
ever
y m
an's
life
out
side
his
rol
e as
an
econ
omic
man
. He
is, a
lso,
a c
itize
n, a
per
son,
and
an
heir
to m
an's
pas
t cre
ativ
ity w
hich
he
not
only
mus
t tak
e in
to a
ccou
nt, b
ut h
as a
n ob
ligat
ion
to p
erpe
tuat
e. T
here
fore
, cho
ices
invo
lvin
g pe
rson
al li
fe s
tyle
s, p
erso
nal v
alue
s, a
nd le
isur
e tim
e pr
efer
ence
s ar
e an
ess
entia
lpa
rt o
f on
e's
care
er d
evel
opm
ent."
CA
RE
ER
ED
UC
AT
ION
IN
FL
OR
IDA
, Sta
te D
epar
tmen
t of
Edu
catio
n, O
ctob
er,
1973
.
Aft
er r
eadi
ng th
is s
elec
tion,
goq
o pa
ge 4
8 in
the
prog
ram
.O
ptio
nal b
reak
Wha
t is
car
Euc
atio
n%4
Ele
men
ts a
nd o
utco
mes
The
mos
t com
mon
con
cept
ual f
ram
ewor
k fo
r ca
reer
edu
catio
nis
str
uctu
red
arou
nd e
ight
cen
tral
com
pone
nts,
or
"ele
men
ts,"
whi
ch ta
ken
toge
ther
with
eig
ht c
orre
spon
ding
"o8
tcom
es,"
giv
eus
the
mos
t wid
ely
used
and
acc
epte
d fa
ctio
nal
defin
ition
of
care
er d
evel
opm
ent.
Thi
s m
odel
,' or
igin
ally
form
ulat
ed a
tT
heC
ente
r fo
r V
ocat
iona
l and
Tec
hnic
al E
duca
tion
of th
e O
hio
Sta
teU
nive
rsity
, and
sup
port
ed b
y de
velo
pmen
tal f
unds
from
the
U.S
.O
ffice
of E
duca
tion
is th
e cl
oses
t thi
ng th
at n
ow e
xist
s to
a"n
atio
nal m
odel
" fo
r ca
reer
edu
catip
n. It
is, a
t pre
sent
, the
mos
tC
omm
on a
nsw
er to
suc
h qu
estio
ns a
s, "
How
do
you
impl
emen
tth
e ca
reer
dev
elop
men
t pro
cess
, in
a cu
rric
ulum
?" a
nd "
Wha
tbe
havi
ors
shou
ld le
arne
rs w
ho a
re in
volv
ed' i
n ca
reer
edu
catio
ndi
spla
y at
any
giv
en p
hase
of t
heir
care
er d
evel
opm
ent?
".T
he e
ight
ele
men
ts a
nd o
utco
mes
are
the
resu
lt of
ext
ensi
vere
sear
ch d
ealin
g w
ith c
aree
r de
velo
pmen
t, as
wel
l as
the
prac
tical
expe
rienc
e ga
ined
dur
ing
the
tria
l-and
-err
or p
erio
d of
the
prec
ur-
sor
proj
ects
. The
ele
men
ts/o
utco
mes
fram
ewor
k se
ts n
olim
its o
nth
e m
etho
ds, t
echn
ique
s, o
r de
vice
s w
hich
sho
uld
be u
sed
inac
com
plis
hing
car
eer
educ
atio
n go
als.
On
the
cont
rary
, the
ypr
ovid
e ei
ght b
road
ave
nues
to a
ppro
ach
the
expe
cted
out
com
es,
aven
ues
whi
ch a
re b
road
eno
ugh
to c
onta
ina
grea
t dea
l of
dive
rsity
and
flex
ibili
ty. A
s yo
u go
thro
ugh
the
eigh
t ele
men
ts in
the
follo
win
g pa
ges,
you
will
find
str
ikin
g, s
imila
ritie
s be
twee
nth
ese
care
er e
duca
tion
elem
ents
and
the
trad
ition
al c
ompo
nent
sw
hich
hav
e ac
ted
as th
e fr
amew
ork
for
educ
atio
n in
the
past
.B
ecau
se a
gre
at d
eal o
f wha
t you
will
see
will
be
fam
iliar
, tho
ugh
mod
ified
, you
will
now
hav
e an
opp
ortu
nity
to u
se y
our
expe
rienc
e in
edu
catio
n in
dis
cove
ring
the
elem
ents
in m
uch
the
sam
e' w
ay a
s th
e el
emen
ts/o
utco
mes
fram
ewor
k w
as o
rigin
ally
deve
lope
d.
Eac
h of
the
brie
f dis
cuss
ions
of t
he in
divi
dual
ele
men
ts a
ndth
e ab
ilitie
s w
hich
are
impl
ied
with
in th
at e
lem
ent,
is p
rece
ded
byse
vera
l que
stio
ns w
hich
an
educ
ator
mig
ht a
sk o
f a le
arne
r to
asse
ss s
ome
aspe
ct o
f the
lear
ner's
car
eer
deve
lopm
ent_
Rea
dth
roug
h ea
ch s
et o
f que
stio
ns c
aref
ully
, the
n w
rite
wha
t you
thin
k is
the
cent
ral a
spec
t or
lear
ner
char
acte
ristic
whi
ch is
bei
ngso
ught
in th
at s
et o
f que
stio
ns. T
hen,
turn
the
page
to fi
nd th
eco
mm
only
use
d na
me
for
that
cha
ract
eris
tic, o
r ca
reer
edu
catio
nel
emen
t.T
he n
ames
of t
he e
lem
ents
whi
ch y
ou w
ill id
entif
y ar
e lis
ted
belo
w in
scr
ambl
ed o
rder
:
AT
TIT
UD
ES
AN
D A
PP
RE
CIA
TIO
NS
CA
RE
ER
AW
AR
EN
ES
Sa-
BE
GIN
NIN
G C
OM
PE
TE
NC
Y
DE
CIS
ION
MA
KIN
G
EM
PLO
YA
BIL
ITY
SK
ILLS
SE
LF-A
WA
RE
NE
SS
ED
UC
AT
ION
AL
AW
AR
EN
ES
S
EC
ON
OM
IC A
WA
RE
NE
SS
48
Imag
ine
that
a fi
fth g
rade
stu
dent
was
ask
ed th
e fo
llow
ing
ques
tions
and
that
the
stud
ent w
asas
ked
to s
elec
t the
bes
t ans
wer
in e
ach
case
.
1. W
hich
of t
he fo
llow
ing
activ
ities
do
you
thin
k yo
u ha
ve th
em
ost a
bilit
y fo
r?
a. p
uttin
g to
geth
er a
larg
e m
achi
neb.
cou
ntin
g an
d ar
rang
ing
thin
gsc.
talk
ing
with
the
gene
ral p
ublic
d. p
lann
ing
a fa
mily
's m
eals
for
a w
eek.
.
2. W
hich
of t
he fo
llow
ing
do y
ou th
ink
you
wou
ld m
ost e
njoy
?
a. w
orki
ng w
ith a
larg
e gr
oup
of p
eopl
eb.
car
ing
for
anim
als
c. b
eing
alo
ne a
gre
at d
eal
d. w
orki
ng u
nder
sup
ervi
sion
3. W
hich
of t
he fo
llow
ing
abili
ties
do y
ou th
ink
you
wou
ld h
ave
the
leas
t apt
itude
for?
a. w
ritin
g a
poem
b. s
ingi
ng in
a g
roup
c. m
akin
g yo
ur o
wn
clot
hes
d. d
esig
ning
pie
ces
of p
otte
ry
4. W
hich
of t
he fo
llow
ing
do y
ou le
ast e
njoy
in s
choo
l?
a. w
orki
ng m
ath
prob
lem
sb.
dra
win
g de
taile
d di
agra
ms
c. d
oing
exp
erim
ents
in th
e la
bd.
exp
lain
ing
wha
t you
rea
d to
-oth
ers
-
5. W
hich
of t
he fo
llow
ing
can
you
say
abou
t you
rsel
f?
a. N
obod
y el
se is
like
me.
Eve
rybo
dy is
diff
eren
t in
diffe
rent
way
s.b.
I am
like
eve
rybo
dy e
lse
in m
y cl
ass.
c. S
ome
of m
y fr
iend
s ar
e lik
e m
e in
eve
ry w
ay.
d.I c
anno
t dec
ide.
Wha
t stu
dent
cha
ract
eris
tic d
o th
e ab
ove
set o
f que
stio
ns s
eek
to id
entif
y? W
rite
belo
w w
hat y
ou th
ink
the
char
acte
ristic
is.
Tur
n th
e pa
ge to
see
wha
t the
gen
eral
ly a
ccep
ted
nam
e of
the
char
acte
ristic
is.
ELE
ME
NT
self-
awar
enes
s
Sel
f-A
war
enes
s re
fers
to th
e kn
owle
dge
of s
elf t
hat w
ill e
nabl
e an
indi
vidu
al to
mak
eca
reer
deci
sion
s. T
his
elem
ent c
anbe
furt
her
brok
en d
own
into
the
follo
win
g--s
ub-c
ompo
nent
s:
The
abi
lity:
to r
elat
e on
e's
inte
rest
s, a
ptitu
des
and
achi
evem
ent t
o th
e re
aliz
atio
n of
one
'sca
reer
asp
iratio
nsto
use
and
und
erst
and
the
conc
ept "
role
"to
und
erst
and
and
acce
pt u
niqu
enes
s of
sel
f, an
d pa
st a
nd fu
ture
cha
nge
to u
nder
stan
d th
e en
viro
nmen
tal f
orce
s w
hich
influ
ence
one
's d
evel
opm
ent
to u
nder
stan
d th
e re
latio
n of
sel
f to
valu
esto
und
erst
and
the
impo
rtan
ce o
f sel
f-go
als
base
d on
sel
f-kn
owle
dge
Sel
war
enes
s de
velo
pmen
t is
the
proc
ess
of d
evel
opin
g ea
ch o
f the
abo
ve a
bilit
ies
in th
ein
divi
dual
from
kin
derg
arte
n th
roug
h th
e ad
ult y
ears
. Suc
h a
proc
ess
wou
ld r
esul
t in
airy
.in
divi
dual
who
is a
ble
to u
se s
elf-
know
ledg
e in
mak
ing
care
er d
ecis
ions
. The
n, th
eou
tcom
e o
elf-
Aw
aren
ess
is:
SE
LF-I
DE
NT
ITY
A m
iddl
e sc
hool
teac
her
aske
d he
r st
uden
ts if
they
agr
eed
or d
isag
reed
with
the
follo
win
gst
atem
ents
.
Agr
eeD
isag
ree
1. A
psy
chol
ogis
t nee
ds m
ore
year
s of
edu
catio
n th
an a
hot
elm
anag
er.
2. If
a p
erso
n w
ants
to d
esig
n in
sura
nce
plan
s he
sho
uld
lear
nm
ore
mat
hem
atic
s th
an h
isto
ry.
3. A
ste
nogr
aphe
r do
es n
ot n
eed
any
educ
atio
n.
4. S
choo
l hel
ps p
eopl
e to
kno
w w
hat t
hey
wan
t to
do in
-life
.
5. E
duca
tion
cann
ot h
elp
peop
le in
the
use
of th
eir
leis
ure
time.
In a
skin
g th
e ab
ove
ques
tiOns
wha
t stu
dent
cha
ract
eris
ticis
the
teac
her
tryi
ng to
eval
uate
? W
rite
belo
w w
hat y
ou th
ink
the
char
acte
ristic
is.
Tur
n th
e pa
ge to
see
wha
t the
gen
eral
ly a
ccep
ted
nam
e fo
r th
e ch
arac
teris
tic is
.
educ
atio
rial a
war
enes
sE
duca
tiona
l Aw
aren
ess
refe
rs to
the
perc
eptio
n of
the
rela
tions
hip
of e
duca
tion
to o
ne's
care
ers
and
life
role
s. T
his
elem
ent c
an b
e fu
rthe
r br
eken
dow
n in
to th
e fo
llow
ing
sub-
com
pone
nts:
the
abili
ty to
und
erst
and
that
lear
ning
occ
urs
both
in a
nd o
ut o
f sch
ool
the
abili
ty to
rec
ogni
ze e
duca
tion
as p
art o
f tot
al c
aree
r ed
ucat
ion
the
abili
ty to
rec
ogni
ze th
at d
iffer
ent c
aree
rs n
eed
diffe
rent
kin
ds o
f edu
catio
nal
prep
arat
ion
the
abili
ty to
rec
ogni
ze e
duca
tion
as a
prim
ary
mea
rts_
fora
chie
ving
life
goa
ls
As
the
lear
ner
mov
es fr
om k
inde
rgar
ten
thro
ugh
the
adul
t yea
rs, e
ach
of th
e ab
ove
men
tione
d ab
ilitie
s is
dev
elop
ed. S
uch
a pr
oces
s of
Edu
catio
nal A
war
enes
s D
evel
opm
ent
wou
ld r
esul
t in
an in
divi
dual
who
is a
ble
to r
elat
e th
e ed
ucat
ion
he is
rec
eivi
ng w
ith h
isfu
ture
rol
es. T
hus,
the
outc
ome
of-
Edu
catio
nal A
war
enes
s is
:
ED
UC
AT
ION
AL
IDE
NT
ITY
An
elem
enta
ry s
choo
l 'st
uden
t gro
up w
as a
sked
by
thei
r te
Jche
r to
riia
tch
the
follo
win
glis
ts.
a. H
otel
' fro
nt o
ffice
cle
rk
b M
usic
ian
c. N
urse
d. S
oldi
er
e. H
otel
bel
lboy
f. G
arba
ge c
olle
ctor
1. N
eeds
mor
e on
-the
-job
trai
ning
than
lear
ning
in s
choo
l
2. N
eeds
his
phy
sica
l str
engt
h m
ost
3. G
reet
s gu
ests
, ren
ts r
oom
s an
d su
pplie
s in
for-
mat
ion
4. H
elps
kee
p th
e ci
ty c
lean
5. D
epen
ds h
eavi
ly o
n hi
s na
tura
l abi
lity
6. H
as to
be
prep
ared
to w
ork
durin
g th
e ni
ght
Wha
t stu
dent
cha
ract
eris
tic, i
n yo
ur o
pini
on, d
o th
e ab
ove
ques
tions
test
?
Tur
n th
e pa
ge to
see
wha
t the
nam
e of
the
char
acte
ristic
is, a
s se
en b
y m
ost p
ecpl
e.
care
er a
war
enes
sC
aree
r A
war
enes
s re
fers
to th
e un
ders
tand
ing
of th
e ch
arac
teris
tics
of th
e W
orld
of W
ork
that
det
erm
ine
one'
s lif
e ca
reer
dec
isio
ns. T
his
elem
ent c
an b
e fu
rthe
r br
oken
dow
n in
toth
e fo
llow
ing
sub-
com
pone
nts:
the
abili
ty to
und
erst
and
the
varie
ty a
nd c
ompl
exity
of c
aree
rs in
the
Wor
ld o
fW
ork
the
abili
ty to
und
erst
and
the
rela
tions
hip
of c
aree
rs to
soc
ial g
oals
, fun
ctio
ns a
ndne
eds'
the
abili
ty to
iden
tify
the
char
acte
ristic
s of
the
prep
arat
ions
for
vario
us c
aree
rsth
e ab
ility
to u
nder
stan
d th
at "
care
er"
invo
lves
pro
gres
sive
sta
ges
of p
repa
ratio
nth
e ab
ility
to u
nder
stan
d th
e re
latio
nshi
p of
one
's c
aree
r to
one
's li
fest
yle
Eac
h of
the
atxt
e ab
ilitie
s ta
kes
shap
e in
the
lear
ner
as h
e m
oves
from
kin
derg
arte
nth
roug
h ad
ulth
ood.
Suc
h a
proc
ess
of C
aree
r A
war
enes
s D
evel
opm
ent w
ould
res
ult i
n an
indi
vidu
al w
ho is
abl
e to
mak
e ca
reer
cho
ices
whi
ch a
re c
ompa
tible
with
his
dei
ired
lifes
tyle
. Thu
s, th
e ou
tcom
e of
car
eer
awar
enes
s is
:
CA
RE
ER
IDE
NT
ITY
I ne
TO
110W
Ingt
eSt w
as a
esig
nea
oy a
scn
ooi t
eacn
er w
no a
SIL
eti U
le S
LUU
CIll
b LU
Hiu
m,a
Lc
the
stat
emen
ts w
ere
true
or
fals
e.
. An
arch
itect
usu
ally
mak
es m
ore
mon
ey th
an a
wat
ch r
epai
rman
.
1-2.
A W
orke
r in
the
field
of t
rans
port
atio
n is
like
ly to
be
out o
f wor
k du
ring
part
s of
Ith
e ye
ar:
-
a tic
ist
ates
hav
e th
e rig
ht to
tax
your
inco
me;
this
is th
e jo
b of
the
fede
ral
igo
vern
men
t.
4. "
Gro
ss p
ay"
is th
e am
ount
of p
ay y
ou ta
ke h
ome.
5. L
ow p
ayin
g jo
bs c
an s
omet
imes
be
mor
e sa
tisfy
ing
than
hig
hly
paid
one
s.
Wha
t stu
dent
cha
ract
eris
tic, d
o yo
u th
ink,
is th
e ab
ove
test
tryi
ng to
eva
luat
e?
Tur
n th
e pa
ge to
see
the
elem
ent n
amed
for
this
cha
ract
eris
tic.
econ
omic
' aw
aren
ess
Eco
nom
ic A
war
enes
s re
fers
to th
e pe
rcep
tion
of th
e re
latio
nshi
p of
the
econ
omic
proc
esse
s in
the
envi
ronm
ent t
o on
e's
life
care
er d
ecis
ions
. Thi
s el
emen
t can
be
furt
her
brok
en d
own
into
the
follo
win
g su
b-co
i-Apo
nent
s:
the
abili
ty to
rel
ate
one'
s ca
reer
rol
es to
one
's li
fest
yle
and
pers
onal
eco
nom
ics
the
abili
ty lo
rec
ogni
ze th
e so
cial
and
eco
nom
ic b
enef
its o
f car
eers
the
abili
ty'to
rec
ogni
ze n
on-o
ccup
atio
nal m
eans
of a
cqui
ring
wea
lthth
e ab
ility
to r
elat
e pe
rson
al e
cono
mic
sta
tus
to s
ocia
l eco
nom
y
Fro
m k
inde
rgar
ten
thro
ugh
adul
t yea
rs, e
ach
of th
e ab
ove
abili
ties
deve
lops
gra
dual
ly,
Suc
h a
proc
ess
of E
cono
mic
Aw
aren
ess
Dev
elop
men
t lea
ds to
an
unde
rsta
ndin
g of
the
econ
omic
env
ironm
ent t
hat i
s ne
cess
ary
to s
hape
one
's c
arde
r. T
hus,
the
outc
ome
ofE
cono
mic
Aw
aren
ess
is:
EC
ON
OM
IC U
ND
ER
ST
AN
DIN
G
,.
.
Ian
inte
rvie
w w
ith a
seni
or h
igh
scho
ol' s
tude
nt, a
teac
her
aske
d th
e fo
llow
ing
set.o
f
qiie
stio
ns:
1. H
ave
you
deci
ded
toco
mpl
ete
high
sch
ool o
r ge
t ajo
b be
fore
you
gra
duat
e?
2 C
an y
ou g
ive
thre
e re
ason
sfo
r yo
ur d
ecis
ion?
3 C
an y
ou g
ive
thre
e re
ason
sfo
r a
poss
ible
alte
rnat
ive
deci
sion
?
4 H
ow d
id y
ou d
ecid
e be
twee
nst
ayin
g in
sch
ool o
r Ig
Svi
ngbe
fore
gra
duat
ion?
rite
belo
w th
e-st
uden
tcha
ract
eris
tic th
at y
ou id
entif
yw
ith th
e ab
ove
set o
f que
stio
ns.
Tur
n th
e pa
ge to
see
the
char
acte
ristic
whi
ch c
an b
e id
entif
ied
with
sim
ilar
ques
tions
.
-
deci
sion
mak
ing
Dec
isio
n M
akin
g re
fers
to th
e sk
ill o
f app
lyin
g on
e's
know
ledg
e to
a r
atio
nal p
roce
ss o
fca
reer
choi
ce.
Thi
s el
emen
t can
befu
rthe
rbr
oken
dow
n in
toth
efo
llow
ing
sub-
com
pone
nts:
the
abili
ty to
rel
ate
care
er g
oals
to th
e pr
oces
s of
mak
ing
care
er d
ecis
ions
. the
abi
lity
to id
entif
y, g
athe
r an
d ap
ply
info
rmat
ion
the
abili
ty to
iden
tify
and
sele
ct a
ltern
ativ
es, a
nd to
use
them
in m
akin
g de
cisi
ons
Eac
h of
the
abov
e ab
ilitie
s ta
kes
shap
e in
the
indi
vidu
al a
s he
mov
es fr
om c
hild
hood
thro
ugh
the
adul
thoo
d ye
ars.
Thi
s pr
oces
s of
Dec
isio
n M
akin
g D
evel
opm
ent w
ould
res
ult
in a
n in
divi
dual
com
pete
nt to
dire
ct h
is o
wn
care
er th
roug
h a
real
istic
pla
n. T
he o
utco
me
of D
ecis
ion
Mak
ing,
then
, is:
CA
RE
ER
DE
CIS
ION
S
In th
e fo
llow
ing
test
, the
stu
dent
s w
ere
aske
d to
rea
d th
e lis
t of o
ccup
atio
ns g
iven
- an
dth
en a
nsw
er th
e qu
estio
ns th
at fo
llow
:
Tel
evis
ion
Cam
eram
anF
ood
Insp
ecto
rR
ster
ed N
urse
Med
ical
Sec
reta
ryS
andw
ich
Mak
er
Col
lege
Pro
fess
orV
ice
Pre
side
nt r
e a
larg
e C
ompa
nyM
imeo
grap
h M
achi
ne O
pera
tor
Am
bula
nce
Atte
ndan
tC
hief
Tel
epho
ne O
pera
tor
1. S
elec
t one
of t
he jo
bs fr
om th
e ab
ove
list t
hat,
inte
rest
s yo
u.
2. D
escr
ibe
in a
sen
tenc
e th
e m
ain
task
' tha
t the
job
wou
ld in
volv
e.
3. L
ist t
he s
teps
invo
lved
in p
erfo
rmin
g th
e ta
sk.
4. L
ist t
he to
ols
nece
ssar
y fo
r pe
rfor
min
g th
ose
step
s.
5. L
ist o
ther
peo
ple,
if a
ny, w
ith w
hom
you
'mig
ht h
ave
to d
eal a
s yo
u pe
rfor
m th
est
eps.
6. W
rite
a se
nten
ce d
escr
ibin
g w
hat y
ou c
ould
do
to fi
nd o
ut if
you
r ta
sk w
assu
cces
sful
..
Wha
t stu
dent
thar
acte
ristic
doe
s th
e ab
ove
test
try
to id
entif
y?
Tur
n th
e pa
ge to
see
the
nam
e fo
r th
is e
lem
ent.
61
begi
nnin
g co
mpe
tenc
e an
d sk
ill a
war
enes
sT
his
refe
rs to
bot
h aw
aren
ess
anda
cqui
sitio
n of
the
skill
s ne
cess
ary
in th
e pe
rfor
man
ce o
fta
sks
rela
ted
.to o
ne's
car
eer.
Thi
s el
emen
t can
be
brok
en-
dow
n in
to th
e fo
llow
ing
sub-
com
pone
nts:
plan
ning
and
pro
cess
ski
lls s
uch
as th
e ab
ility
; to
iden
tify
obje
ctiv
es, s
peci
fyre
sour
ces,
out
line
step
s of
act
ion,
per
form
the
step
s an
d ev
alua
te th
e ac
tion
the,
abi
lity,
to id
entif
y th
e to
ols
requ
ired
for
task
s in
bus
ines
s, in
dust
ry a
nd
/C
OM
mer
ceth
e ab
ility
to id
entif
y th
e in
terp
erso
nal r
elat
ions
hips
invo
lved
in v
ario
us c
aree
r ro
les'
the
abili
ty to
per
form
bas
ic e
ntry
leve
l, ta
sks
on a
pre
para
tory
,leve
lac
quis
ition
of i
n-de
pth
skill
s fo
r en
try
into
rel
eVan
t occ
upat
ion(
s)
Beg
inni
ng C
ompe
tenc
y D
evel
opm
ent i
s a
proc
ess
whi
ch r
esul
ts in
the
,cap
abili
ty to
perf
orm
the
basi
c ta
sks
nece
ssar
y fo
r en
terin
g an
occ
upat
ion.
Thu
s, th
e ou
tcom
e of
Beg
inni
ng C
ompe
tenc
y is
:
EM
PLO
YM
EN
T S
KIL
LS
A te
ache
r, in
a m
ock
inte
rvie
w, r
ated
stu
dent
s ag
ains
t-ga
inst
the
follo
win
g C
heck
list.
Sho
wed
up
on ti
me
Kne
w e
noug
h ab
out t
he jo
b he
was
inte
rest
ed in
Kne
w s
omet
hing
abo
ut th
e em
ploy
ing
com
pany
.
Was
nea
t in
appe
aran
ce
Was
ple
asan
t and
con
fiden
t
Not
und
uly
anxi
ous
abou
t the
sal
ary
Tal
ked
mod
erat
ely
Was
pol
ite a
nd c
ourt
eous
Had
a w
ell-p
repa
red
resu
me
Was
aw
are
that
app
lican
ts w
ould
be
chos
en o
n th
e ba
sis
of s
uita
bilit
y,ra
ther
than
eith
er th
e am
ount
of e
duca
tion
or th
e 'd
egre
e of
eco
nom
icne
ed
The
stu
dent
:
Nam
e th
e st
uden
t cha
ract
eris
tic th
at th
e ch
eckl
ist a
ttem
pts
to id
entif
y.
Tur
n th
e pa
ge to
see
the
nam
e of
this
cha
ract
eris
tic.
62 4
empl
oyab
ili/ t
y sk
ills
Thi
s re
fers
to th
e so
cial
and
com
mun
icat
ion
skill
s ap
prop
riate
to c
aree
r pl
acem
ent.
Thi
sel
emen
t can
be
furt
her
brok
en in
to th
e fo
llow
ing
sub-
com
pone
nts:
the(
abi
lity
to u
nder
stan
d th
e im
plic
atio
ns o
f wor
king
in in
depe
nden
t, te
am a
ndsu
perv
ised
situ
atio
nsth
e ab
ility
to r
elat
e on
e's
inte
rest
and
,_ap
titud
e in
form
atio
n to
occ
upat
ions
basi
c w
ork
habi
ts a
nd a
ttitu
des
nece
ssar
y fo
r en
terin
g oc
cupa
tions
of o
ne's
inte
rest
The
pro
cess
'of E
mpl
oyab
ility
Ski
lls D
evel
opm
ent t
akes
pla
ce in
the
indi
vidu
al a
long
the
abov
e lin
es. S
uch
ia p
roce
ss w
ould
res
ult i
n re
adin
ess
for
plac
emen
t con
sist
ent w
ith th
ein
divi
dual
's c
aree
r pl
an. T
he o
utco
me
of E
mpl
oyab
ility
Ski
lls is
:
-.
CA
RE
ER
PLA
CE
ME
NT
A s
tude
nt a
bout
to g
radu
ate
from
hig
hsc
hool
was
ask
ed th
e fo
llow
ing
ques
tion.
Que
stio
n: A
ssum
e th
at y
ou g
irt in
to a
n ar
gum
ent
with
you
r em
ploy
er a
bout
a n
ewid
ea
.yo
u pr
opos
ed.
You
r co
lleag
ues
seem
ed to
dis
agre
e.w
ith y
ou, t
oo. W
hich
of t
he
follo
win
g be
st d
escr
ibes
you
r po
sitio
n?
1. I
will
qui
t the
job.
Peo
ple
arou
nd h
ere
seem
ver
y un
frie
ndly
.
2.I w
ill n
ot q
uit t
he jo
b. -
I will
sta
yan
d sh
ow h
ow m
yid
ea w
orks
, and
that
all
othe
r
idea
s w
ere
sim
ply
wro
ng.
3.I d
on't
care
. It's
non
e of
my
busi
ness
toth
ink
of e
ffici
ent w
ays
of d
oing
thin
gs.
It's
up to
my
empl
oyer
.4.
I al
way
s kn
ew th
at I
was
inca
pabl
eof
say
ing
som
ethi
ng o
rigin
al. A
ll m
yid
eas
seem
poor
.z
5. H
ave
I tho
ught
out
my
idea
wel
l? M
aybe
my
colle
ague
s se
e th
e pr
oble
mdi
ffere
ntly
.
Let m
e re
-thi
nk th
e w
hole
thin
g.
Nam
e th
e st
uden
tcha
ract
eris
tic T
hat.t
he a
bove
que
stio
n at
tem
pts
to id
entif
y.
Tur
n th
e pa
ge fo
r th
e co
mm
on' n
ame
of th
is c
hara
cter
istic
.
S
attit
udes
-and
app
reci
atio
nT
his
refe
rs to
one
's fe
elin
gs to
war
ds th
e so
cial
and
eco
nom
ic e
nviro
nmen
t in
rela
tion
toon
e's
life
role
s. T
his
elem
ent c
an b
e br
oken
dow
n in
to th
e fo
llow
ing
sub-
com
pone
nts:
reco
gniti
on o
f one
's r
espo
nsib
ilitie
s in
volv
ed in
acc
eptin
g a.
jobi
task
reco
gniti
on o
f diff
eren
ces
in th
e en
viro
nmen
t and
the
abili
ty to
be
tole
rant
and
flexi
ble
Dev
elop
men
t of A
ttitu
des
and
App
reci
atiO
ns in
volv
es th
e ac
quis
ition
of t
he a
bove
men
tione
d ab
ilitie
s as
one
mov
es fr
om y
outh
thro
ugh
adul
thoo
d: S
uch
a pr
oces
s w
ould
resu
lt in
a s
ocia
lly s
elf-
fulfi
lled
indi
vidu
al w
ho c
arrie
s on
an
activ
e an
d sa
tisfy
ing
wor
kro
le. T
he o
utco
me
of A
tittu
des
and
App
reci
atio
ns is
:
SE
LF-S
OC
IAL
FU
LFIL
LME
NT
Ele
men
tsS
ELF
-AW
AR
EN
ES
S
ED
UC
AT
ION
AL
AW
AR
EN
ES
S
CA
RE
ER
AW
AR
EN
ES
S
EC
ON
OM
IC A
WA
RE
NE
SS
DE
CIS
ION
MA
KIN
G
BE
GIN
NIN
G C
OM
PE
TE
NC
Y
EM
PLO
YA
BIL
ITY
SK
ILLS
AT
TIT
UD
ES
AN
D A
PP
RE
CIA
TIO
NS
Car
eer
Dev
elop
men
tC
ontin
uum
1111
1111
1111
1111
1111
1111
1111
111
1111
1111
1111
1111
1111
1111
111
ME
NN
un 1111
ME
M.
MO
O4/
1111
111
1111
1111
1111
1111
1 A
MIN
1111
1111
1111
1111
1M11
1111
11M
1K
12
3 4
56
78
9 10
11
12
(Pre
-kin
derg
arte
nA
dulth
ood)
Thi
s di
agra
m is
the
fram
ewor
k fo
r w
hat i
s no
w r
efer
red
to a
s th
e C
ompr
e-he
nsiv
e C
aree
r E
duca
tion
Mod
els
(CC
EM
) m
atrix
. Mor
e ab
out t
he m
atrix
and
its o
rigin
will
follo
w o
n la
ter
page
s.
Itill
ustr
ates
the
prog
ress
ofan
indi
vidu
al; a
long
a"c
aree
rde
velo
pmen
t con
tinuu
m"
as h
e pr
ogre
sses
alo
ng e
ach
of th
e ei
ght e
lem
ents
tow
ards
the
eigh
t des
ired
outc
omes
. At a
ny g
rade
leve
l the
indi
vidu
al's
"ca
reer
dev
elop
men
t" is
sim
ply
a co
mpo
site
of h
is p
rogr
ess
alon
g al
l the
eig
ht e
lem
ents
.N
otic
e th
at e
mpl
oyab
ility
ski
lls a
nd e
mpl
oym
ent s
kills
are
not
an
elem
ent/o
utco
me
pair.
Em
ploy
men
t Ski
lls is
the
outc
ome
of B
egin
ning
Com
pete
ncy.
Em
ploy
abili
ty S
kills
is-
an e
lem
ent,
who
se o
utco
me
is 'C
aree
r P
lace
men
t. Y
ou m
ay w
ant t
o ,r
evie
w p
ages
60
thro
ugh
63, t
o be
sur
e yo
u kn
ow th
e di
ffere
nce.
The
cha
lleng
e to
edu
catio
n is
to m
axim
ize
the
grow
th o
f the
indi
vidu
al a
long
this
Car
eer
Dev
elop
men
t Con
tinuu
m s
o th
at, b
y th
e tim
e he
arr
ives
at a
sta
ge w
here
it is
nece
ssar
y to
mak
e de
cisi
ons
conc
erni
ng o
ccup
atio
nal o
r lif
e ca
reer
s, h
e w
ill h
ave
acqu
ired
the
nece
ssar
y kn
owle
dge,
ski
lls, a
nd a
ttitu
des
to m
ake
such
dec
isio
ns a
s w
ill le
ad to
apr
oduc
tive
and
satis
fyin
g lif
e.In
stru
ctio
nal o
bjec
tives
can
be
writ
ten
for
each
of t
he c
ells
in th
e fr
amew
ork,
der
ivin
gob
ject
ives
dire
ctly
from
the
sub-
com
pone
nts
of th
e re
spec
tive
elem
ent.
Out
com
esS
ELF
-ID
EN
TIT
Y
ED
UC
AT
ION
AL
IDE
NT
ITY
CA
RE
ER
IDE
NT
ITY
EC
ON
OM
IC U
ND
ER
ST
AN
DIN
G
CA
RE
ER
DE
CIS
ION
S
EM
PLO
YM
EN
T'S
KIL
LS
CA
RE
ER
PLA
CE
ME
NT
SE
LF-S
OC
IAL
FU
LFIL
LME
NT
Car
eer
educ
atio
n m
odel
s
Fou
r pr
otot
ype
mod
els
are
bein
g de
velo
ped
and
test
ed b
yU
SO
E:
1. T
he E
mpl
oyer
-Bas
ed M
odel
see
ks p
rimar
ily to
ser
ve te
enag
est
uden
ts th
roug
h an
opt
iona
l out
-of-
scho
ol p
rogr
arrr
of p
erso
n-al
ized
edu
catio
nal e
xper
ienc
es in
an
empl
oyer
-bas
ed s
ettin
g.T
he m
odel
str
esse
s co
mm
unity
par
ticip
atio
n, p
artic
ular
ly b
ybu
sine
sses
and
org
aniz
atio
ns, i
n co
oper
atio
n w
ith th
e sc
hool
s,to
offe
r an
alte
rnat
ive
educ
atio
nal p
rogr
am r
elev
ant t
o th
eIn
divi
dual
's in
tere
sts
and
need
s.' D
evel
opm
ent s
ites
are
inB
erke
ley,
Cal
iforn
ia; P
ortla
nd, O
rego
n; P
hila
delp
hia,
Pen
nsyl
-va
nia:
and
Cha
rlest
on, W
est V
irgin
ia.
2. T
he H
ome-
Bas
ed M
odel
is d
esig
ned
to in
trod
uce
a va
riety
of
expe
rienc
es u
sing
the
hom
e as
a c
ente
r fo
r le
arni
ng, e
spec
ially
for
pers
ons
18 to
25
year
s of
age
who
hav
e le
ft sc
hool
. The
obje
ctiv
es a
re: t
o de
velo
p ed
ucat
iona
l del
iver
y sy
stem
s fo
r th
eho
me
and
the
com
mun
ity; t
o pr
ovid
e ne
w c
aree
r ed
ucat
ion
prog
ram
s fo
r ad
ults
; to
esta
blis
h a
guid
ance
and
car
eer
plac
emen
t sys
tem
to a
ssis
t ind
ivid
uals
in o
ccup
atio
nal a
ndre
late
d lif
e-ro
les;
and
to d
evel
op m
ore
com
pete
nt w
orke
rs. A
Car
eer
Edu
catio
n E
xten
siO
n S
ervi
ce w
ill b
e es
tabl
ishe
d to
coor
dina
te th
e us
e of
mas
s m
edia
and
car
eer
educ
atio
nre
sour
ces.
Dev
elop
men
t site
s in
clud
e N
ewto
n, M
assa
chus
etts
;P
rovi
denc
e, R
hode
Isla
nd; a
nd A
lbuq
uerq
ue, N
ew M
exic
o:
3. T
he R
ural
/Res
iden
tial-B
ased
Mod
el is
a r
esea
rch
and
dem
on-
stra
tion
proj
ect w
hich
will
test
the
hypo
thes
is th
at. e
ntire
disa
dvan
tage
d ru
ral f
amili
es c
an e
xper
ienc
e la
stin
g im
prov
e-,
men
t in
thei
r ec
onom
ic a
nd s
ocia
l con
ditio
ns th
roug
h an
inte
nsiv
e pr
ogra
m a
t.re
side
ntia
l cen
ter.
Fam
ilies
are
dra
Wn
from
a s
ix s
tate
are
a-to
the
proj
ect s
ite in
Gla
sgow
, Mon
tana
.
Pro
gram
s w
ill p
rovi
de s
ervi
ces
to th
e en
tire
fam
ily, i
nclu
ding
day
care
, hea
lth c
are,
edu
catio
nal p
rogr
ams
from
kin
derg
arte
nth
roug
h ad
ult,
wel
fare
, cou
nsel
ing,
cul
tura
l and
rec
reat
iona
lop
port
uniti
es. T
he o
bjec
tive
is to
pro
vide
rur
al fa
mili
es w
ithem
ploy
men
t cap
abili
ties
suita
ble
to th
e ar
ea, s
o th
at s
tude
nts
will
be
able
and
rea
dy to
find
em
ploy
men
t in
the
area
afte
rco
mpl
etin
g th
e pr
ogra
m.
4. T
he S
choo
l-Bas
ed M
odel
is, b
y fa
r, th
e m
ost c
omm
on o
f the
four
mod
els,
and
is th
e on
e of
gre
ates
t int
eres
t to
us. U
SO
Esp
onso
red
the
deve
lopr
hent
of s
ix d
emon
stra
tion
proj
ects
thro
ugh
The
Cen
ter
for
Voc
atio
nal a
nd T
echn
ical
Edu
catio
n,of
the
Ohi
o S
tate
Uni
vers
ity. T
he e
lem
ents
and
out
com
espr
esen
ted
earli
er in
this
sec
tion
are
a re
sult
of th
is w
ork.
The
deve
lopm
ent a
nd v
alid
atio
n ef
fort
whi
ch w
as u
nder
take
n is
quite
ext
ensi
ve, a
nd in
clud
es th
e sc
hool
dis
tric
ts o
f Pon
tiac,
Mic
higa
n; H
acke
nsac
k, N
ew J
erse
y; a
nd M
esa,
Ariz
ona;
and
atte
ndan
ce a
reas
with
in A
tlant
a, G
eorg
ia; L
os A
ngel
es, C
ali-
forn
ia; a
nd J
effe
rson
Cou
nty,
Col
orad
o. In
all,
abo
ut 1
15sc
hool
s, 4
,200
teac
hers
and
adm
inis
trat
ors
and
85,0
00 s
tu-
dent
s ar
e in
volv
ed. A
sin
gle
mod
el is
bei
ng d
evel
oped
for
all
the
site
s, s
o th
at th
e re
sult
will
be
a m
odel
that
has
bee
n te
sted
for
appl
icab
ility
in a
var
iety
of s
ettin
gs. L
ocal
edu
catio
nal
agen
cies
are
coo
pera
ting
in th
e de
velo
pmen
t of c
urric
ular
and
inst
ruct
iona
l mat
eria
ls to
ach
ieve
spe
cific
obj
ectiv
es. T
hese
"tre
atm
ents
," a
long
with
mat
eria
ls lo
cate
d in
an
on-g
oing
natio
nal s
earc
h, w
ill b
e cl
assi
fied
and
cata
logu
ed fo
r di
s-se
min
atio
n to
oth
er e
duca
tiona
l age
ncie
s. E
xten
sive
in-s
ervi
cete
ache
r ed
ucat
ion
is p
art o
f the
dev
elop
men
t pro
gram
. Pro
ject
plan
s in
clud
e an
ope
ratio
nal p
roto
type
by
the
end
of 1
973
and
a co
mpl
etel
y va
lidat
ed s
yste
m fo
r in
stal
latio
n by
the
end
of19
79.
A.J
.M
iller
(19
72)
has
desc
ribed
the
basi
c ,te
nets
of t
heco
mpr
ehen
sive
car
eer
educ
atio
n sc
hool
bas
ed m
odel
, whi
ch c
ould
very
wel
l ser
ve a
s th
e ba
sic
tene
ts fo
r an
y ca
reer
edu
catio
npr
ogra
m:
1. C
aree
r ed
ucat
ion
is a
com
preh
ensi
ve e
duca
tiona
l pro
gram
focu
sed
on c
aree
rs. I
t beg
ins
with
the
entr
y of
the
child
into
afo
rmal
sch
ool p
rogr
am a
nd c
ontin
ues
into
the
adul
t yea
rs.
2. C
aree
r ed
ucat
ion
invo
lves
all
stud
ents
, reg
ardl
ess
of th
eir
post
-sec
onda
ry p
lans
.3.
Car
eer
educ
atio
n in
volv
es th
e en
tire
scho
ol p
rogr
am a
nd th
ere
sotir
ces
of th
e co
mm
unity
.4.
Car
eer
educ
atio
n in
fuse
s, th
e to
tal s
choo
l cur
ricul
um, r
athe
rth
an p
rovi
ding
dis
cret
e, h
igh-
prof
ile "
care
er e
duca
tion"
blo
cks
forc
ed in
to th
e cu
rric
ulum
.5.
Car
eer
educ
atio
n un
ites
the
stud
ent,
his
pare
nts,
the
scho
ols,
the
com
mun
ity, a
nd e
mpl
oyer
s in
a c
oope
rativ
e ed
ucat
ion
vent
ure.
6.. C
aree
r ed
ucat
ion
prov
ides
the
stud
ent w
ith in
form
atio
n an
dex
perie
nces
rep
rese
ntin
g th
e en
tire
wor
ld o
f wor
k.7.
Car
eer
educ
atio
n su
ppor
ts th
e st
uden
t fro
m in
itial
car
eer
awar
enes
s, th
roug
h ca
reer
expl
orat
ion,
care
ers
dire
ctio
n-se
tting
, car
eer
prep
arat
ion
and
care
er p
lace
men
t, an
d pr
ovid
esfo
r fo
llow
-thr
ough
and
ree
duca
tion
if de
sire
d.8.
Car
eer
educ
atio
n is
not
a s
ynon
ym fo
r vo
catio
nal e
duca
tion;
but v
ocat
iona
l pre
para
tion
is a
n in
tegr
al a
nd im
port
ant p
art o
fa
tota
l car
eer
eaca
tion
syst
em.
Cur
ricul
um p
hase
s an
d cr
itica
l cou
nsel
ing
poin
ts
Cur
ricul
um P
hase
s an
d C
ritic
al C
ouns
elin
g P
oint
s
You
will
rec
all t
hat t
he c
ontin
uum
, or
cont
inuo
us d
evel
op-
men
t con
cept
was
str
esse
d in
the
sect
ion
cove
ring
the
elem
ents
and
outc
omes
. Thi
s do
es n
ot m
ean,
how
ever
, tha
t the
re is
equ
alem
phas
is o
n ea
ch o
f the
ele
men
ts/o
utco
mes
in a
ll gr
ades
and
for
all a
ge g
roup
s. S
ome
care
er e
duca
tion
goal
s an
d ac
tiviti
es a
rem
ore
appr
opria
te fo
r em
phas
is d
urin
g ce
rtai
n sc
hool
yea
rs.
Mos
t car
eer
educ
atio
n m
odel
s ha
ve s
ucce
ssiv
e pe
riods
of
emph
asis
on
awar
enes
s, e
xplo
ratio
n, p
repa
ratio
n, a
nd p
lace
men
t.A
lthou
gh th
ese
curr
icul
um p
hase
s m
ay h
ave
diffe
rent
nam
es,
thei
r or
der
in th
e de
velo
pmen
t con
tinuu
m n
ever
var
iesA
war
e-ne
ss is
, in
mos
t mod
els,
prim
arily
ass
ocia
ted
with
the
elem
enta
rysc
hool
yea
rs, e
xplo
ratio
n w
ith m
iddl
e/ju
nior
hig
h sc
hool
yea
rs,
and
prep
arat
ion
and
plac
emen
t with
sen
ior
high
. The
re a
re n
ost
rict b
ound
arie
s fo
r th
ese
perio
ds o
f em
phas
is, a
nd e
duca
tors
may
wis
h to
mod
ify th
ese
curr
icul
um p
hase
s to
fit t
he n
eeds
of
the
indi
vidu
al le
arne
rs.
The
gui
danc
e/co
unse
ling
func
tion
isof
gre
at im
port
ance
thro
ugho
uta
lear
ner's
car
eer
deve
lopm
ent,
but
itbe
com
escr
itica
lly im
port
ant d
urin
g th
e tr
ansi
tions
bet
wee
n th
ese
phas
es.
Aga
in, t
he e
xact
tim
e of
thes
e cr
itica
l cou
nsel
ing
poin
ts w
ill v
ary.
Tak
e a
look
at t
he d
iagr
am o
n pa
ge 7
1, a
nd n
ote
how
the
curr
icul
um p
hase
s an
d cr
itica
l gui
danc
e po
ints
ble
nd in
to a
tota
lco
mpr
ehen
sive
car
eer
educ
atio
n sy
stem
. G:r
e so
me
thou
ght t
oho
w th
is a
rran
gem
ent m
ight
influ
ence
you
r ed
ucat
iona
l act
iviti
es,
then
con
tinue
the
prog
ram
on
page
72.
A C
OM
PR
EH
EN
SIV
E C
AR
EE
R E
DU
CA
TIO
N S
YS
TE
M
6 7
----
> 9
10
--->
12
CA
RE
ER
AW
AR
EN
ES
SC
AR
EE
RE
XP
LOR
AT
ION
,C
AR
EE
RP
RE
PA
RA
TIO
N
-I In
tens
ive
Gui
danc
e S
ervi
ces
I---
CR
ITIC
AL
GU
IDA
NC
E P
OIN
TS
71
CA
RE
ER
PLA
CE
ME
NT
'
111
o
PO
ST
-SE
CO
ND
AR
YE
DU
CA
TIO
N
AD
ULT
AN
DC
ON
TIN
UIN
G E
DU
CA
TIO
N
The
follo
win
g th
ree
exer
cise
s w
ill h
elp
you
revi
ew th
e ce
ntra
l con
cept
s w
hich
you
hav
eju
st c
over
ed in
the,
pro
gram
. If y
ou w
ant m
ore
revi
ew o
n an
y of
the
ques
tions
, the
rele
vant
-pag
es a
re li
sted
in p
aren
thes
es fo
r yo
ur e
asy
refe
renc
e.
1. M
atch
the
care
er d
evel
opm
ent e
lem
ents
on
the
left
with
the
corr
ect d
efin
ition
s on
the
right
, and
pla
ce th
e ap
prop
riate
lettd
in th
e sp
ace
prov
ided
. ( P
ages
50-
65 )
Ele
men
tsD
efin
ition
s
SE
LF-A
WA
RE
NE
SS
A. A
war
enes
s of
the
wor
ld o
f life
car
eers
,in
clud
ing
occu
patio
nal c
aree
rs
ED
UC
AT
ION
AL
AW
AR
EN
ES
SB
. Fee
lings
for
role
rel
atio
nshi
ps o
f sel
f and
othe
rsin
aso
ciet
al a
nd o
ccup
atio
nal
cont
ext
CA
RE
ER
AW
AR
EN
ES
S
EC
ON
OM
IC A
WA
RE
NE
SS
DE
CIS
ION
MA
KIN
G
BE
GIN
NIN
G C
OM
PE
TE
NC
Y/
SK
ILL
AW
AR
EN
ES
S
EM
PLO
YA
BIL
ITY
SK
ILLS
AT
TIT
UD
ES
AN
DA
PP
RE
CIA
TIO
NS
C. A
war
enes
s of
the
func
tions
of p
rodu
c-tio
n, d
istr
ibut
ion
and
cons
umpt
ion
inre
latio
n to
the
indi
vidu
al a
nd s
ocie
ty
D. A
war
enes
s of
the
com
pone
nts
that
mak
eup
sel
f
E. D
evel
opm
ent
ofco
gniti
vean
dps
y-ch
omot
or s
kills
nee
ded
for
job
perf
or-
man
ce
F. A
war
enes
s of
the
conn
ectio
n be
twee
ned
ucat
ion
(in a
nd o
ut o
f sch
ool)
and
life
role
s an
d go
als
G. A
pply
ing
info
rmat
ion
and
valu
es to
the
proc
ess
of m
akin
g ra
tiona
l dec
isio
ns
H.
Soc
ial
skill
s an
d co
mm
unic
atio
n sk
ills
appr
opria
te to
occ
upat
iona
l car
eer
plac
e-m
ent
72
2. M
atch
the
care
er d
evel
opm
ent e
lel.
9nts
with
the
outc
omes
in th
e rig
ht h
and
colu
mn.
( pa
ge 6
7,)
Ele
men
tsO
utco
mes
SE
LF-A
WA
RE
NE
SS
A. C
aree
r D
ecis
ions
ED
UC
AT
ION
AL
AW
AR
EN
ES
SB
. Edu
catio
nal I
dent
ity
CA
RE
ER
AW
AR
EN
ES
SC
. Eco
nom
ic U
nder
stan
ding
EC
ON
OM
IC A
WA
RE
NE
SS
D. C
aree
r P
lace
men
t
DE
CIS
ION
MA
KIN
GE
. Car
eer
Iden
tity
BE
GIN
NIN
G C
OM
PE
TE
NC
Y/
F. S
elf-
Ideh
tity
-S
KIL
L A
WA
RE
NE
SS
EM
PLO
YA
BIL
ITY
SK
ILLS
G. S
elf-
Soc
ial F
ulfil
lmen
t
AT
TIT
UD
ES
AN
DA
PP
RE
CIA
TIO
NS
43.
Pre
para
tion,
aw
aren
ess,
pla
cem
ent,
expl
orat
ion
are
term
s co
mm
ly u
sed
to d
escr
ibe
phas
es o
r st
ages
of t
he c
aree
r ed
ucat
ion
Pro
cess
. Lis
t the
mor
der
and
indi
cate
the
XI
broa
d sc
hool
per
iod
(ele
men
tary
. mid
dle
/juni
or h
igh,
or
*gh
scho
durin
g w
hich
each
mig
ht b
e em
phas
ized
..(pa
ges
70-7
1,jH
. Em
ploy
men
t Ski
lls
Pha
seS
choo
l Yea
rs
1
AN
SW
ER
S
1.0
2F
3.aw
aren
ess
elem
enta
ryF
.8A
Eex
plor
atio
n"
mid
dlel
juni
or h
igh
CC
GA
impr
epar
atio
nhi
gh s
choo
lH
HD
plac
emen
thi
gh s
choo
lB
G
.73
Occ
upat
iona
l Clu
ster
s
In o
rder
to h
elp
lear
ners
app
roac
h th
e m
onum
enta
l tas
k of
expl
orin
g an
d ex
perie
ncin
g th
e m
yria
d of
occ
upat
ions
whi
chex
ist,
man
y pr
ogra
mpl
anne
rs,
scho
oldi
stric
ts, a
nd c
aree
rde
velo
pmen
t cou
nsel
ors
have
turn
ed to
a "
clus
ter
conc
ept"
whe
reoc
cupa
tions
are
gro
uped
into
con
veni
ent c
ateg
orie
s. T
here
are
cons
ider
able
diff
eren
ces
in th
e 'li
tera
ture
as
to h
ow m
any
clus
ters
ther
e sh
ould
be,
whe
n th
e le
arne
rs s
houl
d be
gin
the
expl
orat
ion
of th
e cl
uste
rs, a
nd h
ow m
any
clus
ters
any
indi
vidu
al c
an h
andl
eat
any
giv
en p
oint
in h
is c
aree
r de
velo
pmen
t. T
here
is a
gree
men
t,ho
wev
er, o
n th
e ne
cess
ity o
f hav
ing
som
e sy
stem
;-,r
taki
ng th
een
orm
ous
num
ber
of p
ossi
ble
occu
patio
ns a
nd p
uttin
g th
em in
toa
man
agea
ble
and
usea
ble
fram
ewor
k.T
he b
est k
now
n an
d m
ost w
idel
y us
ed fr
amew
ork
for
grou
ping
occu
patio
ns is
the
set o
f fift
een
occu
patio
nal c
lust
ers
iden
tifie
dby
the
US
OE
's B
urea
u of
Adu
lt, V
ocat
iona
l and
Tec
hnic
alE
duca
tion.
The
nam
es o
f the
clu
ster
s ar
e pr
esen
ted
on p
ages
76-
77,
as w
ell a
s. o
n th
e la
rge
post
er. T
ake
a lo
ok a
t the
clu
ster
s; th
enre
turn
to th
is p
age.
The
com
plet
e se
t of f
iftee
n cl
uste
rs p
rovi
des
an e
ntry
poi
nt fo
rbe
ginn
ing
deve
lopm
ent o
f aw
aren
ess
of a
wid
e va
riety
of
occu
patio
ns. I
t wou
ld b
e im
poss
ible
to in
trod
uce
stud
ents
to a
llof
the
thou
sand
s of
indi
vidu
al o
ccup
atio
ns in
the
wor
ld, b
ut a
set
of fi
fteen
clu
ster
s of
occ
upat
ions
with
rel
ated
ski
lls a
nd k
now
l-ed
ge're
quire
men
ts m
akes
pos
sibl
e a
mor
e re
alis
tic a
ppro
ach.
By
the
time
the
stud
ent m
oves
into
the
expl
orat
ion
stag
e of
car
eer
deve
lopm
ent,
the
field
of f
iftee
n cl
uste
rs s
houl
d ha
ve b
een
narr
owed
dow
n so
mew
hat;
perh
aps
only
two
or th
ree
clus
ters
will
stan
d ou
t as
bein
g of
par
ticul
ar in
tere
st to
an
indi
vidu
al s
tude
nt.
Exp
lora
tion
in g
reat
er d
epth
of t
hese
sel
ecte
d cl
uste
rs e
nabl
es th
est
uden
t to
grad
ually
focu
s on
the
one
or tw
o cl
uste
rs o
foc
cupa
tions
for
whi
ch h
e w
ill s
eek
prep
arat
ion
and
trai
ning
. The
clus
ter
syst
em th
eref
cire
fits
in w
ith th
e su
cces
sive
pha
ses
ofca
reer
dev
elop
men
t to
prov
ide
an in
itial
bro
ad v
iew
of t
he w
hole
wor
ld o
f wor
k, w
ith th
e ca
pabi
lity
for
grad
ually
nar
row
ing
dow
nth
e fie
ld in
suc
h a
way
that
the
stud
ent e
mer
ges
prep
ared
to e
nter
a sa
tisfy
ing
care
er.
now
go
to p
age
78.
Rea
ding
US
OE
occ
upat
iona
l clu
ster
s
Ref
eren
ce:
Voc
atio
nal
Edu
catio
nan
dO
ccup
atio
ns.
U. S
.D
epar
tmen
t of
Hea
lth, E
duca
tfon
, and
Wel
fare
, Was
hing
ton:
U. S
. Gov
ernm
ent P
rint
ing
Off
ice,
196
9.
1. A
gri-
busi
ness
:and
nat
ural
res
ourc
es o
ccup
atio
nsE
xam
ples
:. Fo
rest
ry, l
and
and
wat
er m
anag
emen
t, fi
sher
ies
and
wild
life,
min
ing
and
quar
ryin
g, p
etro
leum
and
rel
ated
prod
ucts
.
2. B
usin
ess
and
offi
ce o
ccup
atio
nsE
xam
ples
:Se
cret
ary,
ste
nogr
aphe
r, g
ener
al o
ffic
ecl
erk,
offi
cem
achi
neop
erat
or,
offi
cem
anag
eran
dof
fice
supe
rvis
dr.
3. C
omm
unic
atio
ns a
nd m
edia
occ
upat
ions
Exa
mpl
es:
Publ
ishi
ng,
phot
ogra
phic
repr
oduc
tion,
broa
dcas
ting,
tele
phon
e an
d te
legr
aph.
4. C
onsU
mer
and
hom
emak
ing
and
rela
ted
occu
patio
nsE
xam
ples
: Foo
d se
rvic
e in
dust
ry, c
loth
ing,
app
arel
and
text
ile-i
ndus
try;
chi
ld c
are,
gui
danc
e an
d te
achi
ng; h
ouse
hold
mai
nten
ance
ser
vice
s; f
aini
ly a
nd c
omm
unity
ser
vice
s ?r
idho
usin
g de
sign
.
5. C
onst
ruct
ion
occu
patio
nsE
xam
ples
:C
ontr
actin
g,in
teri
orde
sign
ing,
grou
nds
mai
nten
ance
, fab
rica
tion
and
inst
alla
tion.
6. E
nvir
onm
ent o
ccup
atio
nsE
xam
ples
: Soi
l and
min
eral
con
serv
atio
n an
d co
ntro
l; sp
ace
aTdi
inilo
sphe
ric
mon
itori
ng a
nd c
ontr
ol;
air
pollu
tion
abat
emen
t and
con
trol
; env
iron
men
tal
heal
thse
rvic
es,
orna
men
tal h
orti
cultu
re; n
oise
aba
tem
ent a
nd c
ontr
ol;a
ndfo
rest
ran
ge ,
and
wild
life
cons
erva
tion
and
cont
rol.
7. F
ine
arts
and
hum
aniti
es o
ccup
atio
nsE
xaM
ples
: Per
foim
ing
arts
and
dei
gn, p
erfo
rmin
g ar
tsFu
ThE
iCiio
n an
d cr
eativ
e w
ritin
g.
1
00°
76
8. H
ealth
occ
upat
ions
Exa
mpl
es: M
edic
allib
rary
, sci
ence
, hea
lth m
aint
enan
ce,
\ ped
iatr
ic c
are
and
serv
ices
, men
tal h
ealth
mai
nten
ance
and
med
ical
car
e.
9. H
ospi
talit
y an
d re
crea
tion
occu
patio
ns)
Exa
nipl
es:
Rec
reat
ibn
plan
ning
, tou
rism
and
rec
reat
ion
prom
otio
n, g
roup
trav
el s
ervi
ces
and
leis
ure
cons
umer
ism
prog
ram
s.
10. M
anuf
actu
ring
occ
upat
ions
Exa
mpl
es:,
Mod
el d
evel
opm
ent,
foun
dry
oper
atio
ns, m
acop
eylr
ions
, mat
eria
l han
dlin
g an
d re
cycl
ing
oper
atio
ns.
11. M
arin
e.sc
ienc
e oc
cupa
tions
Exa
mpl
es: M
arin
e an
imal
(zo
olog
ical
) re
sear
ch, b
oat a
ndT
eial
iFer
atio
n an
d sh
ipbo
ard
prod
uct s
ortin
g..
12. M
arke
ting
.and
dis
trib
utio
n oc
cupa
tions
Exa
mpl
es: .
Who
lesa
le tr
ade,
dir
ect s
ellin
g., e
xpor
ting,
ret
ail
trad
e, p
urch
asin
g an
d sh
ippi
ng a
nd d
eliv
ery.
13...
,*
Pers
onaL
serv
ice
occu
patio
ns.
0;
Exa
mpl
es: M
assa
ge -
and
rela
ted.
ser
vice
s,an
alyz
ing
and
coun
selin
g on
'Wei
ght p
fabl
erns
, hai
r st
ylin
g an
d m
ortu
ary
serv
ices
.°
1 4.
4.-P
iiblic
ser
vice
occ
upat
ions
Exa
mpl
es: C
oord
inat
ing
pane
hou
sing
; han
dlin
g bi
rth,
mar
riag
e an
d de
ath-
rec
ords
; cus
tom
s1 in
spec
tion
and
law
enfo
rcem
ent.
,
15.:
Tra
nspo
rtat
ion
obct
ipat
ions
'Exa
mpl
ei: V
ehic
le o
pera
tion,
fre
ight
ser
vice
, com
mer
cial
avia
tor
and
mar
ine
pilo
ting.
'
Afte
r re
adin
g th
is s
ectio
n, r
etur
n-to
pag
e 75
in th
e pr
ogra
m.
.1
04%
0.4
1r,
-Exe
rcis
esT
each
ers
have
ofte
n he
ard
the
com
plai
nt fr
om s
tude
nts
that
they
don
't un
ders
tand
why
they
hav
e to
lear
n a
part
icul
ar b
it of
info
rmat
ion
or s
kill,
whe
n th
ey a
lread
y kn
oW w
hat t
hey
wan
t to
"be,
". i.
e., w
hat k
ind
of a
job
they
wan
t to
get a
fter
they
leav
esc
hool
. "W
hy d
o I n
eed
frac
tions
, or
Am
eric
an L
itera
ture
, or
U.S
.H
isto
ry?"
:Car
eer
educ
atio
n is
an
atte
mpt
to s
how
lear
ners
the
rele
vanc
eof
wha
t the
y ar
e le
arni
ng. A
s an
edu
cato
r, y
ou w
ill h
ave
toan
swer
que
stio
ns li
ke th
ose
abov
e, a
nd to
do
this
, you
will
hav
eto
put
in s
ome
time
and
thou
ght a
s to
the
usef
ulne
ss o
f wha
t is
bein
g ta
ught
. The
util
ity o
f the
kno
wle
dge,
ski
lls, o
r at
titud
es
whi
ch y
ou h
ope
to tr
ansm
it w
ill n
ot a
lway
s be
obv
ious
, eith
er in
the
occu
patio
nal s
ense
, nor
, per
haps
, in
the
life
care
ers
cont
ext.
The
follo
win
g ex
erci
ses
will
giv
e yo
u an
idea
of h
ow y
ou m
aybe
invo
lved
in s
how
ing
lear
ners
the
rele
vanc
y of
you
r ar
ea o
fex
pert
ise
to th
eir
care
er a
spira
tions
.
0
In th
e sp
aces
pro
vide
d, w
rite
each
of t
he U
SO
E O
ccup
atio
nal
for
exam
ples
)
Occ
upat
iona
l Clu
ster
one
dcup
atio
n w
hich
fits
into
Clu
ster
s. (
see
pps.
76-
77
SaM
ple
Occ
upat
ion
1. 'A
gri-B
usin
ess
and
Nat
ural
Res
ourc
es
2. B
usin
ess
and
Offi
ce
3. C
omm
unic
atio
ns a
nd M
edia
4. C
onsu
mer
and
Hom
emak
ing
5. C
onst
ruct
ion
6. E
nviro
nmen
t
F. F
ine
Art
s an
d -H
uman
ities
8. H
ealth
4.H
ospi
talit
y an
d R
ecre
atio
n
10. M
anuf
actu
ring
11. M
arin
e S
cien
ce
12. '
Mar
ketin
g an
d D
istr
ibut
ion
13. P
erso
nal S
ervi
ce
14. P
ublic
Ser
vice
15. T
rans
port
atio
n
.;
Look
at t
he o
ccup
atio
nal c
lust
ers
on y
our
larg
e po
ster
, the
nas
k yo
urse
lf th
ese
ques
tions
: (W
ritte
n re
spon
se n
ot r
equi
red.
)
Thi
nk itov
er
1. H
OW
CO
ULD
WH
AT
I T
EA
CH
/DO
IN T
HE
SC
HO
OLS
HE
LPA
LE
AR
NE
R A
CQ
UIR
E T
HE
KN
OW
LED
GE
, SK
ILLS
, AN
D/
OR
AT
TIT
UD
ES
FO
R E
NT
RY
INT
O A
PA
RT
ICU
LAR
'O
CC
UP
AT
ION
AL
CLU
ST
ER
?
2. H
OW
IS, M
Y A
RE
A R
ELE
VA
NT
TO
A P
ER
SO
N'S
NO
N-
OC
CU
PA
TIO
NA
L R
OLE
S, S
UC
H A
S C
ITIZ
EN
, PA
RE
NT
,A
ND
CO
NS
UM
ER
?.
3. W
HA
T K
IND
S O
F E
XP
ER
IEN
CE
S C
OU
LD I
PR
OV
IDE
TO
DE
MO
NS
TR
AT
E T
HIS
RE
LEV
AN
CY
(E
ITH
ER
OC
CU
PA
-T
ION
AL
OR
NO
N-O
CC
UP
AT
ION
AL)
TO
LE
AR
NE
RS
?-
Con
cept
s of
Car
eer
Edu
catio
n
-C
erta
inid
eas
recu
r th
roug
hout
'the
liter
atur
e on
car
eer
edm
citio
n w
hich
, tak
en a
s a
who
le, m
ake.
up th
e co
re c
once
pts
ofca
reer
edu
catio
n. T
hese
are
the
prin
cipl
es w
hich
mos
t com
mon
lych
arac
teriz
e ca
reer
edu
catio
n pr
ogra
ms,
and
will
be
the
conc
epts
yairw
ill b
e de
alin
g w
ith m
ost o
ften.
For
this
rea
son,
the
conc
epts
sav-
6al
sobe
en r
epro
duce
d on
the
smal
lpo
ster
for
your
com
knie
nce.
1. T
he T
otal
Sch
ool C
once
pt in
dica
tes
that
car
eer
educ
atio
n is
aco
mpr
ehen
sive
pro
gram
whi
ch:
,
invo
lves
all
of a
sch
ool's
per
sonn
el a
nd d
epen
ds o
n to
tal
coop
erat
ion
and
coor
dina
tion
betw
een
them
.in
volv
es a
ll cu
rric
ulum
are
as.
isfo
ral
lst
uden
ts, r
egar
dles
s of
thei
r ac
hiev
emen
t,in
tere
sts,
or
care
er p
lans
.is
com
patib
le w
ith a
llpr
esen
t edu
catio
nal g
oals
and
activ
ities
.is
fuse
d in
to th
e to
tal e
duca
tiona
l pro
gram
max
imiz
es th
e ca
reer
focu
s w
hene
ver
poss
ible
.
CA
RE
ER
ED
UC
AT
ION
IS A
TO
TA
L S
CH
OO
L C
ON
CE
PT
.
2. T
he T
otal
Env
ironm
pnt C
once
pt v
isua
lizes
the
use
of a
ll of
the
envi
ronm
ent a
s a
lear
ning
labo
rato
ry, i
nclu
ding
:
the
hom
e an
d fa
mily
the
scho
olem
ploy
ers
the
com
mun
ity, a
t lar
ge.
-CA
RE
ER
ED
UC
AT
ION
IS A
TO
TA
L E
NV
IRO
NM
EN
TC
ON
CE
PT
._
3. T
he A
war
enes
s of
Sel
f and
the
Env
ironm
ent C
once
pt s
tate
sth
at a
per
son
mus
t be
awar
e of
thos
e th
in-g
s w
hich
mak
e up
the
self,
as
wel
l as
the
sign
ifica
nt a
spec
ts o
f the
env
ironm
ent
whi
ch a
ffect
his
or
her
deve
lopm
ent.
Thi
s in
clud
es:,
know
ledg
e ab
out o
ne's
ow
n pe
rson
al c
hara
cter
istic
skn
owle
dge
abou
t int
erpe
rson
al r
elat
ions
hips
know
ledg
e ab
out t
he e
ffect
s of
our
eco
nom
ic s
yste
m o
nca
reer
s
1
know
ledg
e ab
out t
he w
orld
of p
aid
occu
patio
nskn
owle
dge
abou
t our
cha
ngin
g en
viro
nmen
t, an
d ad
ap-
tive
tech
niqu
es
CA
RE
ER
ED
UC
AT
ION
IS E
DU
CA
TIO
N F
OR
AW
AR
E-
NE
SS
OF
SE
LF A
ND
TH
E E
NV
IRO
NM
EN
T.
4. T
O' E
xpan
ded
Tim
e F
ram
e C
once
pt s
ays
that
car
eer
educ
atio
n/6
rogr
ams
mus
t be
avai
labl
e fo
r pe
ople
of a
llag
es, i
nclu
ding
:
the
very
you
ng, i
nclu
ding
kin
derg
arte
n-ag
ech
ildre
nth
e pr
e-te
en a
nd a
dole
scen
t you
thbo
th y
oung
and
mat
ure
adul
ts
CA
RE
ER
ED
UC
AT
IOIV
IS A
N E
DU
CA
TIO
NA
L_ S
YS
TE
MW
HIC
H C
AN
EN
CO
MP
AS
S T
HE
LE
AR
NE
R'S
EN
TIR
ELI
FE
CY
CLE
, IF
NE
ED
ED
.
5. T
he S
peci
fic S
kill
Con
cept
dec
lare
s th
at:
all l
earn
ers
shou
ld h
ave
an e
ntry
-leve
l occ
upat
iona
l ski
llw
hen
they
leav
e th
e sc
hool
sys
tem
.-
the
entr
y le
vel
skill
shou
ld b
e ba
sed
on a
per
son'
sab
ilitie
s, in
tere
sts,
and
the
cond
ition
s/of
the
wor
k w
orld
.th
e le
arne
r sh
ould
pos
sess
this
ski
ll, N
heth
er o
r no
t he
orsh
e in
tend
s to
use
imm
edia
tely
.j.
CA
RE
ER
ED
UC
AT
ION
IS E
DU
CA
TIO
N F
OR
A S
PE
-C
IFIC
EN
TR
Y L
EV
EL
OC
CU
PA
TIO
NA
L S
KIL
L.
6. T
he H
ands
-On
Con
cept
str
esse
s th
at:
,
first
-han
d ex
perie
nce
shou
ld b
e us
ed to
sho
w h
owle
arni
ng is
rel
evan
t to
the
lear
ner's
inte
rest
s.H
ands
-on
expe
rienc
e ca
n he
lp m
otiv
ate
a le
arne
r to
mas
ter
both
con
cret
e an
d ab
itrac
t sub
ject
mat
ter.
Han
ds-o
n ex
perie
nce
isim
Por
tant
dur
ing
the
expl
ora-
tion
phas
e of
car
eer
deve
loP
men
t.
CA
RE
ER
ED
UC
AT
ION
IS H
AN
DS
-ON
ED
UC
AT
ION
.
_
7. T
he C
ompe
tenc
y-B
ased
Con
cept
vie
ws
eval
uatio
n as
:
bein
g ba
sed
on o
bjec
tives
cle
arly
sta
ted
in te
rms
ofle
arne
r pe
rfor
man
ce.
focu
sed
on w
hat a
lear
ner
can
do, r
athe
r th
an o
n so
me
artif
icia
l mea
sure
, suc
h as
the
time
spen
t.ul
timat
ely
eval
uatin
g w
heth
er a
lear
ner
can,
bec
ome
esta
blis
hed
and
prog
ress
in a
n ap
prop
riate
car
eer
area
.--
a s
hare
d ac
coun
tabi
lity
proc
ess
invo
lvin
g al
l mem
L=tr
s of
the
edtic
atio
nal t
eam
.-
CA
RE
ER
ED
UC
AT
ION
IS C
OM
PE
TE
NC
Y-B
AS
ED
ED
U-
CA
TIO
N.
8. T
he O
pen
Edu
catio
nal S
yste
m C
once
pt im
plie
s an
edu
catio
nal
syst
em w
hich
:
is o
pen-
for
peop
le to
dro
p ou
t and
dro
p in
, as
thei
rne
eds
requ
ire.
is o
pen
for
anyo
ne w
ho n
eeds
to r
eent
er th
e sy
stem
durin
g ad
ulth
ood.
impl
ies
initi
al p
lace
men
t of i
ndiv
idua
ls in
thei
r en
try
leve
l car
eers
and
follo
w-u
p to
see
that
the
pers
on, i
spr
ogre
ssin
g an
d sa
tisfie
d w
ith th
e pl
acem
ent.
CA
RE
ER
ED
UC
AT
ION
IS A
N O
PE
N E
DU
CA
TIO
NA
LS
YS
TE
M.
9. T
he V
alui
ng/D
ecis
ion
Mak
ing
Con
cept
ass
umes
that
:
the
proc
ess
of c
aree
r de
velo
pmen
t is
intim
atel
y bo
und
up w
ith th
e pr
oces
s of
dec
isio
n m
akin
g.°
deci
sion
mak
ing
is b
ased
on
the
proc
ess
of v
alui
ng.
care
er e
duca
tion
shou
ld te
ach
proc
ess
skill
s, i.
e., h
ow to
judg
e on
e's
own
valu
es, a
nd h
ow to
mak
e de
cisi
ons,
not
wha
t val
ues
to h
old,
or
whi
ch d
ecis
ions
are
rig
ht.
CA
RE
ER
ED
UC
AT
ION
IS E
DU
CA
TIO
N F
OR
VA
LUIN
GA
ND
DE
CIS
ION
MA
KIN
G.
Opt
iona
l bre
ak
----
>
Reg
ardl
ess
of th
e st
reng
th o
f the
theo
retic
al fo
unda
tions
upo
nw
hich
car
eer
educ
atio
n is
bui
lt, th
e m
ost i
mpo
rtan
t res
ult o
f all
this
act
ivity
is th
e ac
tual
lear
ning
whi
ch ta
kes
plac
e, b
oth
in a
ndou
t of t
he c
lass
rooM
. The
inte
nt o
f thi
s se
ctio
n is
not
topr
escr
ibe
wha
tth
atle
arni
ng s
houl
dbe
,no
rdi
ctat
e- h
owit
will
ue
acco
mpl
ishe
d. T
hat i
s th
e pr
oper
pre
roga
tive
of th
e in
AtO
idua
lsc
hool
dis
tric
ts, t
heir
pers
onne
l, th
e le
arne
rs, t
heir
fam
ilies
, and
the
com
mun
ity a
t lar
ge. W
hat y
ou w
ill fi
nd in
this
sec
tion
is a
desc
riptio
n of
how
the
-var
ious
com
pone
nts
and
fact
ors
invo
lved
in im
plem
entin
g a
care
ers
curr
icul
um a
re m
ost c
omm
only
use
d
Goa
ls c
ome
firs
tA
s in
mos
t und
erta
king
s, it
is n
eces
sary
to k
now
whe
re w
ew
ant t
o go
-be
fore
sta
rtin
g a
jour
ney.
Goa
ls m
ust f
irst
be
esta
blis
hed
broa
d st
atem
ents
ref
lect
ing
an o
vera
ll ph
iloso
phy
and
dire
ctio
n. F
rom
thes
e, m
ore
spec
ific
obje
ctiv
es c
an b
ede
rived
; the
se c
an b
e m
ore
oper
atio
nally
sta
ted,
with
spe
cific
crite
ria fo
r ac
hiev
emen
t. O
nce
obje
ctiv
es a
re k
now
n, p
lann
ing
can
proc
eed,
taki
ng in
to a
ccou
nt th
e re
sour
ces
that
are
ava
ilabl
e. T
here
sult
of th
is p
lann
ing
shou
ld b
e a
sele
cted
set
of s
trat
egie
s fo
rac
hiev
ing
obje
ctiv
es, a
s w
ell a
s a
syst
em fo
r ev
alua
ting
whe
ther
the
obje
ctiv
es a
re a
chie
ved
or n
ot. T
he s
yste
mis
then
Cre
ady
for
oper
atio
n. E
valu
atio
n, d
urin
g an
d af
ter
impl
emen
tatio
n, is
the
basi
s fo
r m
akin
g an
y ne
cess
ary
or d
esira
ble
chan
ges
in th
e ys
tem
.
Wha
t, th
en, a
re th
e go
als
of c
aree
r ed
ucat
ion?
In th
e or
igin
alna
tiona
l dis
cust
ion
on c
aree
r ed
ucat
ion
goal
s, th
e fir
st d
ecis
ion
that
had
to b
e m
ade
was
whe
ther
the
over
all p
urpo
se w
as to
mee
tth
e m
an p
ower
nee
ds o
f soc
iety
, or
the
empl
oym
ent
and
care
er
need
s of
the
indi
vidu
al.
Hoy
t (19
721
has
illus
trat
ed th
e ef
fect
of g
oals
on
the
sele
ctio
nfif
str
ateg
ies.
If m
anpo
wer
nee
ds h
ave
prio
rity,
a p
rogr
am m
ight
emph
asiz
e sh
ort t
erm
pla
cem
ent o
f gra
duat
es b
y su
ch p
olic
ies
asse
lect
ing
stud
ents
on
the
basi
s of
thei
r ac
cept
abili
t,J5
tola
bor
orga
niza
tions
, shi
eldi
ng s
tude
nts
from
con
side
ratio
n of
Alte
rnat
ive
occu
patio
ns, a
nd d
isco
urag
ing
entr
y in
to h
ighe
r ed
ucat
ion.
But
,he
con
tinue
s, s
uch
tact
ics
wou
ld b
e ab
horr
ent t
o ed
ucat
ors,
who
wou
ld w
ant t
o op
en u
p, n
ot li
mit
the
optio
ns a
vaila
ble
toth
e
indi
vidu
al.
To
esta
blis
h a
firm
bas
is fo
r pr
ojec
ting
educ
atio
nal g
oals
for
Flo
rida,
the
Dep
artm
ent o
f Edu
catio
nin
1970
con
duct
ed a
com
preh
ensi
ve, s
tate
wid
e E
duca
tiona
l Nee
ds A
sses
smen
t Stu
dyto
det
erm
ine
the
need
s of
lear
ners
in th
e st
ate.
One
res
ult o
f thi
sst
udy
was
the
iden
tific
atio
n of
eig
ht c
ritic
al a
reas
of l
earn
erne
eds,
whi
ch a
re li
sted
on
page
84
.Y
ou m
ay w
ish
to ta
ke a
mom
ent n
ow to
look
ove
r th
is O
PT
ION
AL
RE
AD
ING
, and
then
cont
inue
the
prog
ram
on
page
83.
31,
INV
EN
TO
RY
RE
SO
UR
CE
S
5 IMP
LEM
EN
TA
TIO
NS
TR
AT
EG
IES
6 EV
ALU
AT
ION
82
1
Rec
ogni
zing
the
nece
ssity
of s
tatin
g go
als
for
the
stat
e's
publ
icsc
hool
syst
em; F
lorid
a's
Sta
te B
oard
of E
duca
tion
in19
71ad
opte
d se
ven
"Goa
ls fo
r S
tude
nt D
evel
opm
ent."
The
se g
oals
refle
ct' t
he a
reas
of c
ritic
alid
entif
ied
in th
e pr
evio
us s
tudy
,an
d ar
e co
mpl
etel
y co
mpa
tible
with
the
philo
soph
y of
car
eer
educ
atio
n. W
hile
the
goal
ent
itled
"O
ccup
atio
nal I
nter
ests
" is
the
mos
t obv
ious
ly r
elat
ed to
occ
upat
ions
, an
exam
inat
ion
of th
eot
her
goal
s ill
ustr
ates
that
thew
too,
are
impo
rtan
t in
the
cont
ext
of c
aree
r ed
ucat
ion.
You
may
wis
h to
look
now
at t
hese
ven
educ
atio
nal g
oals
in th
e O
PT
ION
AL
RE
AO
ING
orla
ges
85-8
6,re
latin
g th
em .o
ne b
y_oh
Je "
nyou
ito
the
elem
ents
and
outc
omes
that
vve
-eX
plcr
ed e
arlie
r in
the
"Why
" an
d "W
hat"
_
-sec
tions
of t
he b
ook.
If y
ou r
ead
the
sele
ctio
n, r
etur
n to
this
poin
t in
the
prog
ram
.T
he r
elat
ions
hip
betw
een
care
er e
duca
tion
and
Flo
rida'
sed
ucat
iona
l goa
ls w
as c
lear
ly e
xpre
ssed
in th
e D
epar
tmen
t of
Edu
catio
n's
Oct
ober
, 197
3 po
sitio
n pa
per
entit
led,
"Car
eer
Edu
catio
n in
Flo
rida,
" w
hich
sta
ted
that
:"T
he p
urpo
ses
of c
aree
r ed
ucat
ion
are"
not l
imite
d to
anY
one
subj
ect O
f the
Sta
te'
pted
edu
catio
nal g
oals
but
enco
mpa
ss a
ll "o
f the
m. S
tren
gthe
ning
car
eer
educ
atio
n're
quire
s th
e re
desi
gn o
f -pr
esen
t edu
catio
nal p
rogr
ams
and
prac
tices
. To
assu
re fu
sion
of c
aree
r e,
duca
tion
into
the
,exi
stin
g sy
stem
,it
isne
cess
ary
to e
stab
lish
educ
atio
nal
obje
ctiv
es w
hich
sup
port
car
eer
educ
atio
n."
The
Sta
teS
idal
'for
Car
eer
Edu
catio
n is
rep
rodu
ced
on p
.-ge
87. A
s yo
u re
ad th
is s
elec
tion,
kee
p in
min
d th
e im
plic
atio
nsth
ese
goal
s w
ill h
ave
for
you
as a
n ed
ucat
or. T
hen
cont
inue
you
rpr
ogra
m o
n pa
ge 8
8.
Rea
ding
Opt
iona
l
Crit
ical
-Lea
rner
Nee
ds.
from
"A
n A
sses
smen
t of
Edu
catio
nal N
eeds
for
Lea
rner
s in
Flor
ida,
" D
epar
tmen
t of
Edu
catio
n, T
alla
hass
ee, 1
970.
CR
ITIC
AL
NE
ED
AR
EA
.1Fl
orid
a's-
lear
ners
nee
d to
acq
uire
the
basi
c la
ngua
ge a
nd q
uant
itativ
e sk
ills
and
know
ledg
e w
hich
will
ena
ble
them
to d
eal c
ompe
tent
ly w
ith th
e us
ual k
inds
of
inte
llect
ual a
nd le
arni
ng ta
sks
expe
cted
of
them
bot
h in
and
out
of
scho
ol.
CR
ITIC
AL
NE
ED
AR
EA
2-
Flor
ida'
s le
arne
rs n
eed
to r
ealiz
e th
e fu
nctio
nal i
mpo
rtan
ce o
f th
e pr
epar
ator
y sk
ills'
and
know
ledg
e w
hich
can
be
gain
ed th
roug
h th
e fo
rmal
edu
catio
nal p
robe
ss a
nd to
deve
lop
the
kind
s of
atti
tude
s th
at w
ill, i
n tu
rn, l
ead
to th
eir
cont
inue
d pa
rtic
ipat
ion
insc
hool
at l
eayt
hrou
gh th
e tw
elft
h gr
ade
or it
s eq
uiva
lent
.
CR
ITIC
AL
NE
ED
AR
EA
3Fl
orid
a's
lear
ners
nee
d to
acq
uire
, pri
or to
ent
erin
g th
e fi
rst g
rade
, the
exp
erie
ntia
lba
ckgr
ound
whi
ch w
ill e
nabl
e tli
crn
to p
artic
ipat
e su
cces
sful
ly in
the
form
al e
duca
tiona
lpr
oces
s.
CR
ITIC
AL
NE
ED
AR
EA
4,
Flor
ida'
s le
arne
rs n
eed
to d
evel
op th
e ap
prop
riat
e at
titud
es a
nd c
itize
nshi
p sk
ills'
whi
chw
ill le
ad th
em to
und
erst
and
mor
e fu
lly a
nd to
ass
ume
activ
ely
the
role
of
resp
onsi
ble
mem
bers
of
a de
moc
ratic
soc
iety
.
CR
ITIC
AL
NE
ED
AR
EA
Flor
ida'
s le
arne
rs n
eed
to d
evel
op th
e ap
prop
riat
e at
titud
es a
nd r
equi
site
voc
atio
nal
Skill
s w
hich
will
ena
ble
them
to s
ucce
ssfu
lly r
espo
nd to
cur
rent
and
ant
icip
ated
dem
ands
.of
loca
l, st
ate
and
natio
nal j
ob m
arke
ts.
CR
ITIC
AL
ivE
ED
. AR
EA
6Fl
orid
a's
lear
ners
nee
d to
acq
Uir
e th
e at
titud
es a
nd h
ealth
hab
its e
ssen
tial t
o th
em
aint
enan
ce o
f go
od m
enta
l and
phy
sica
l hea
lth.
CR
ITIC
AL
NE
ED
AR
EA
7Fl
orid
a's
lear
ners
nee
d to
acq
uire
the
inte
rper
scin
al a
nd s
ocia
l ski
lls a
nd :a
ttitu
des
whi
ch a
re e
ssen
tial i
n es
tabl
ishi
ng a
nd m
aint
aini
ng s
tabl
e, r
espo
nsib
le f
amily
rel
atio
nshi
ps.
CR
ITIC
AL
NE
ED
AR
EA
8Fl
orid
a's
lear
ners
nee
d to
dev
elop
the
kini
ls o
f so
cial
.atti
tude
s an
d va
lues
'that
to th
e ad
optio
n of
beh
avio
rs a
ccep
tabl
e to
the
mor
al 'a
nd le
gal-
Cod
es o
f ,C
onte
mpo
rary
soci
ety.
Afte
r re
adin
g th
is s
elec
tion
retu
rn to
pag
e 83
in th
epr
ogra
m.
Goa
ls fo
r E
duca
tion
in F
lorid
a
Opt
iona
l
exce
rpts
, Dep
artm
ent o
f E
duca
tion,
Tal
laha
ssee
, 197
1
PRE
AM
BL
E
The
Con
stitu
tion
of F
lori
da p
rovi
des
for
a un
ifor
m s
yste
m o
f fr
ee p
ublic
sch
ools
and
for
the
esta
blis
hmen
t, m
aint
enan
ce a
nd o
pera
tion
of in
stitu
tions
of
high
er le
arni
ng a
ndot
her
educ
atio
n pr
ogra
ms
that
the
need
s of
the
peop
le m
ay r
equi
re. T
he F
lori
da S
choo
lC
ode
prov
ides
for
the
esta
blis
hmen
t of
such
min
imum
sta
ndar
ds a
nd r
egul
atio
ns a
s sh
all
tend
to a
ssur
e ef
fici
ent o
pera
tion
of a
ll sc
hool
s an
d ad
equa
te e
duca
tiona
l opp
ortu
nitie
sfo
r al
l chi
ldre
n. T
o th
ese
ends
, the
fol
low
ing
stat
emen
ts a
re d
ecla
red
to b
e th
e go
als
for
publ
ic s
choo
l edu
catio
n in
the
Stat
e of
Flo
rida
..
PAR
T O
NE
GO
AL
S FO
R S
TU
DE
NT
DE
VE
LO
PME
NT
'
GO
AL
AR
EA
I. C
omm
unic
atio
n an
d L
earn
ing
Skill
s. A
ll st
uden
ts s
hall
acqu
ire,
to th
eex
tent
of
thei
r in
divi
dual
phy
sica
l, m
enta
l, an
d em
9tiO
nal c
apac
ities
, a m
aste
ry o
f th
eba
sic
skill
s re
quir
ed in
obt
aini
ng a
nd e
xpre
ssin
g id
eas
thro
ugh
the
effe
ctiv
e us
e of
wor
ds,
num
bers
, and
oth
er s
ymbo
ls.
a. A
ll st
uden
ts s
hall
achi
eve
a w
orki
ng k
now
ledg
e of
rea
ding
, wri
ting,
spe
akin
g an
dar
ithm
etic
dur
ing
the
elem
enta
ry s
choo
l yea
rs, a
ccom
pani
ed b
y gr
adua
l pro
gres
sin
to th
e br
oade
r fi
elds
of
mat
hem
atic
s, n
atur
al s
cien
ce, l
angu
age
arts
and
the
hum
aniti
es.
b. A
ll st
uden
ts s
hall
deve
lop
and
use
skill
s in
the
logi
cal p
roce
sses
of
sear
ch, a
naly
sis,
eval
uatio
n an
d pr
oble
m-s
olvi
ng, i
n cr
itica
l thi
nkin
g, a
nd in
the
use
of s
ymbo
lism
.c.
All
stud
ents
shal
l'd
evel
opco
mpe
tenc
ean
dm
otiv
atio
nfo
rco
ntin
uing
self
-eva
luat
ion,
sel
f-in
stru
ctio
n an
d ad
apta
tion
to a
cha
ngin
g en
viro
nmen
t.G
OA
L A
RE
A I
I. C
itize
nshi
p E
duca
tion.
All
stud
ents
sha
ll ac
quir
e an
d co
ntin
ually
impr
ove
the
habi
ts a
nd a
ttitu
des
nece
ssar
y fo
r re
spon
sibl
e ci
tizen
ship
.a.
All
stud
ents
sha
ll ac
quir
e kn
owle
dge
of v
ario
us p
oliti
cal s
yste
ms
with
em
phas
is o
nde
moc
ratic
inst
itutio
ns, t
he A
mer
ican
her
itage
, the
con
trib
utio
ns o
f ou
r fo
reig
nan
tece
dent
s, a
nd th
e re
spon
sibi
litie
s an
d pr
ivile
ges
of c
itize
nshi
p.b.
All
stud
ents
sha
ll de
velo
p th
e sk
ills,
req
uire
d fo
r pa
rtic
ipat
ion
in th
e pr
oces
ses
ofpu
blic
and
pri
vate
pol
itica
l org
aniz
atio
ns a
nd f
or in
flue
ncin
g de
cisi
ons
mad
e by
such
org
aniz
atio
ns, i
nclu
ding
com
pete
nce
in ju
dgin
g th
e m
erits
of
com
petin
gpo
litic
al id
eolo
gies
and
of
cand
idat
es f
or p
ublic
off
ice.
GO
AL
AR
EA
III
. Occ
upat
iona
l Int
eres
ts. A
ll st
uden
ts s
hall
acqu
ire
a kn
owle
dge
and
unde
rsta
ndin
g of
the
oppo
rtun
ities
ope
n to
them
for
pre
pari
ng f
or a
pro
duct
ive
life,
and
shal
l dev
elop
thos
e sk
ills
and
abili
ties
whi
ch w
ill e
nabl
e th
em to
take
ful
l adv
anta
ge o
fth
ose
oppo
rtun
ities
incl
udin
g a
posi
tive
attit
ude
tow
ard
wor
k an
d re
spec
t for
the
dign
ityof
all
hono
rabl
e oc
cupa
tions
.
I-
a. A
ll st
uden
ts s
hall
acqu
ire
know
ledg
e of
and
dev
elop
an
unde
rsta
ndin
g of
the
fund
amen
tal e
cono
mic
str
uctu
re a
nd p
roce
sses
of
the
Am
eric
an s
yste
m, t
oget
her
with
an
unde
rsta
ndin
g of
the
oppo
rtun
ities
and
req
uire
men
ts f
or in
divi
dual
part
icip
atio
n an
d su
cces
s in
the
syst
em.
b. A
ll st
uden
ts s
hall,
dev
elop
thos
e O
ccup
atio
nal c
ompe
tenc
ies
cons
iste
nt w
ith th
eir
inte
rest
s, a
ptitu
des
and
abili
ty w
hich
, are
pre
requ
isite
to e
ntry
and
-adv
ance
in th
eec
onom
ic s
yste
m, a
nd/o
r ac
adem
ic p
repa
ratio
n fo
r ac
quis
ition
of
tech
nica
l or
prof
essi
onal
ski
lls th
roug
h po
st-h
igh
scho
ol tr
aini
ng.
c. A
ll st
uden
ts, s
hall
deve
lop
com
pete
nce
in th
e ap
plic
atio
n of
eco
nom
ic k
now
ledg
e to
prac
tical
eco
nom
ic f
unct
ions
(su
ch a
s pl
anni
ng a
nd, b
udge
tingi
for
the
inve
stm
ent o
fpe
rson
al in
com
e, c
alcu
latin
g ta
x ob
ligat
ions
, fin
anci
ng m
ajor
pur
chas
es, a
ndob
tain
ing
desi
rabl
e em
ploy
men
t).
GO
AL
AR
EA
IV
. Men
tal a
nd P
hysi
cal H
ealth
. All
stud
ents
sha
ll ac
quir
e go
od h
ealth
habi
ts a
nd a
n un
ders
tand
ing
of th
e co
nditi
ons
nece
ssar
y fo
r th
e m
aint
enan
ce o
f ph
ysic
alan
d em
otio
nal w
ell-
bein
g.a.
All'
stu
dent
s sh
all d
evel
op ',
an u
nder
stan
ding
of
the
requ
irem
ents
of
pers
onal
hygi
ene,
ade
quat
e nu
triti
on a
nd p
hysi
cal e
xerc
ise
esse
ntia
l to
the
mai
nten
ance
of
phys
ical
hea
lth, a
nd a
kno
wle
dge
of th
e da
nger
s to
men
tal a
nd p
hysi
cal h
ealth
fro
mad
dict
ion
and
othe
r av
ersi
ve p
ract
ices
.b.
All
stud
ents
sha
ll de
velo
p sk
ills
in s
port
s an
d ot
her
form
s of
rec
reat
ion
whi
ch w
illpe
rmit
life-
long
enj
oym
ent;
of p
hysi
cal e
xerc
ise.
c. A
ll st
uden
ts s
hall
deve
lc2
"com
pete
nce
in r
ecog
nizi
ng a
nd p
reve
ntin
g en
viro
nmen
tal
heal
th p
robl
ems.
d. A
ll st
uden
ts s
hall
acqu
ire
a kn
owle
dge
of b
asic
psy
chol
ogic
al a
nd s
ocio
logi
cal
fact
ois
affe
ctin
g hu
man
beh
avio
r an
d m
enta
l hea
lth, a
nd s
hall
deve
lop
com
pete
nce
for
adju
stin
g to
cha
nges
in p
erso
nal s
tatu
s an
d so
cial
pat
tern
s.G
OA
L A
RE
A V
. Hom
e an
d Fa
mily
Rel
atio
nshi
ps. A
ll st
uden
ts s
hall
deve
lop
anap
prec
iatio
n of
the
fam
ily a
s a
soci
al in
stitu
tion.
a,A
ll_st
uden
ts s
hall
deve
lop
an u
nder
stan
ding
of
thei
r ro
les
and
the
role
s of
oth
ers
asm
embe
r ol
i-fi
ly;-
toge
ther
_with
a k
now
ledg
e of
the
requ
irem
ents
for
suc
cess
ful
part
icip
atio
n in
fam
ily, l
ivin
g.b.
All
stud
ents
sha
ll un
ders
tand
the
role
of
the
fam
ily a
s a
bask
tinit-
iirth
e-so
ci_e
_V.,_
GO
AL
. AR
EA
VI.
Aes
tliet
icga
nd C
ultu
ral A
ppre
ciat
ions
. Al!
stu
dent
s sh
all d
evel
opun
dt r
stan
ding
and
app
reci
atio
n of
hum
an a
chie
vem
ent i
n th
e na
tura
l sci
ence
s, th
e so
cial
scie
nces
, the
hum
aniti
es a
nd th
e ar
ts.
a. A
ll st
uden
ts s
hall
acqu
ire
a kn
owle
dge
of m
ajor
art
s, m
usic
, lite
rary
and
dra
ma
form
s, a
nd th
eir
plac
e in
the
cultu
ral h
erita
ge.
b. A
ll st
uden
ts 's
hall
he a
ctiv
e in
one
or
mor
e fi
elds
of
crea
tive
ende
avor
, and
dev
elop
skill
s in
the
crea
tive
use
of le
isur
e tim
e.c.
All
stud
ents
sha
ll/ac
quir
e co
mpe
tenc
e in
the
criti
cal e
valu
atio
n of
cul
tura
l off
erin
gsan
d op
port
uniti
es.
GO
AL
AR
EA
VII
. thi
man
Rel
atio
ns. A
ll st
uden
ts s
hall
deie
lop
a co
ncer
n fo
r m
oral
,et
hica
l and
spi
ritu
al v
alue
s:an
d fo
r he
app
licat
ion
of s
uch
valu
es to
life
situ
atio
ns.
a. A
ll st
uden
ts s
hall
acqu
ire
the
grea
test
, pos
sibl
e un
ders
tand
ing,
of
and
appr
ecia
tion
ofth
emse
hes
as w
ell a
sOrp
erso
ns_b
elon
ging
to s
ocia
l, cu
ltura
l and
eth
nic
grou
psdi
ffer
ent f
rom
thei
r ow
n, a
nd o
f th
e7W
orth
ines
s of
all
pers
ons
as m
embe
rs o
fso
ciet
y.b.
All
stud
ents
sha
ll de
velo
p sk
ill in
inte
rper
sOna
l and
gro
up r
elat
ions
hips
, and
, sha
ll're
cogn
ize
the
impo
rtan
ce o
f an
d ne
ed f
or e
thic
al a
nd m
oral
sta
ndar
ds o
f be
havi
or.
I'.
Afte
r re
adin
g th
is s
elec
tion
retu
rn to
pag
e 83
in th
epr
ogra
m.
Rea
ding
s
Car
eer
Edu
catio
n in
Flo
rida
exce
rpts
fro
m a
n O
ffic
ial P
ositi
onPa
per
of th
eD
epar
tmen
t of
Edu
catio
n, T
alla
hass
ee, O
ctob
er,
1973
STA
TE
GO
AL
FO
R C
AR
EE
R E
DU
CA
TIO
N
Car
eer
Edu
catio
n. C
aree
r ed
ucat
ion
shal
lpr
ovid
e th
e ex
peri
ence
s ne
cess
ary
for
each
lear
ner
to a
cqui
re th
e kn
owle
dge,
skill
s, a
nd a
ttitu
des
to m
ake
care
erde
velo
pmen
t
deci
sion
s. S
uch
know
ledg
e, s
kills
, and
attit
udes
sha
ll be
the
max
imum
_th
e le
arne
r's
abili
ties
and
mot
ivat
ion
allo
w. T
he c
aree
rde
velo
pmen
t dec
isio
ns s
hall
max
imiz
eth
e
lear
ner's
self
-rea
lizat
ion,
soci
alef
fect
iven
eSs,
eco
non4
pro
duct
ivity
, and
mor
al
resp
onsi
bilit
y. A
s a
resu
lt, e
ach
lear
ner
shal
l car
ry`
out s
ocia
lro
les
and
achi
eve
an a
ctiv
e,
prod
uctiv
e, a
nd s
atis
fyin
g lif
e.
Car
eer
educ
atio
n ex
peri
ence
s sh
ould
res
ult
in k
now
ledg
e of
one
's s
elf
and
one'
sen
viro
nmen
t. T
hey
shou
ld p
repa
re o
ne to
use
knO
wle
dge
and
mak
e w
ise
care
er d
ecis
ions
.
The
y sh
ould
res
ult i
n pr
oven
com
pete
nce.
a. K
now
ledg
e of
One
'sSe
lf. C
aree
r ed
ucat
ion
shal
l pro
vide
eac
hle
arne
r w
ith-
the
expe
rien
ces
nece
ssar
y to
iden
tify
indi
vidu
alab
ilitie
s, in
tere
sts,
and
pri
oriti
es in
rela
tion
to c
aree
r de
velo
pmen
t.b.
Kno
wle
dge
of O
ne's
Env
iron
men
t.C
aree
r ed
ucat
ion
shal
l pro
vide
eac
h le
arne
rw
ith
the
expe
rien
ces
nece
ssar
y to
iden
tify
and
cope
with
thos
e as
pect
s of
the
envi
ronm
ent w
hich
pla
y an
impo
rtan
t rol
e in
car
eer
deve
lopm
ent.
c. U
sing
One
's. K
now
ledg
e.C
aree
r ed
ucat
ion
shal
l pro
Vid
e ea
chle
arne
r w
ith th
eex
peri
ence
s ne
cess
ary
to id
erkt
ify
the
conn
ectio
n be
twee
n fo
rmal
edu
catio
n, o
ther
type
s of
lear
ning
, and
car
eer
deve
lopm
ent.
'Eve
ry le
arne
r- s
houl
d re
mai
n in
the
educ
atio
nal s
yste
m u
ntil
thos
e at
titud
es,
skill
s, a
nd k
now
ledg
e ne
cess
ary
for
self
-rea
lizat
ion
as a
con
trib
utin
g m
embe
r of
soc
iety
are
gain
ed. E
ach
lear
ner
shou
ld
view
con
tinui
ng e
duca
tion
as a
mea
nsof
rev
iew
ing,
adv
anci
ng, o
rre
dire
ctin
g ca
reer
deve
lopm
ent.
d. W
ise
Car
eer
Dec
isio
ns. C
aree
r ed
ucat
ion
shal
l pro
vide
eac
h le
arne
r w
ith th
eex
peri
ence
s ne
cess
ary
to m
ake
ratio
nal c
aree
rde
cisi
ons,
eith
er in
depe
nden
tly o
rw
ith a
ssis
tanc
e .o
f ot
hers
who
are
com
pete
nt to
help
. It p
rovi
des
the
oppo
rtun
ity to
exit
and
reen
ter
the
educ
atio
nal s
yste
m o
rwor
k as
Oft
en a
s' o
ne c
hoos
es.
e. P
rove
n C
ompe
tenc
e.C
aree
r ed
ucat
ion
shal
l pro
vide
eac
hle
arne
r w
ith th
eex
peri
ence
s ne
cess
ary
to a
chie
ve th
ekn
owle
dge,
ski
lls, a
nd a
ttitu
des
nece
ssar
y to
purs
ue th
e ca
reer
of
one'
sch
oice
._
From
the
stat
e go
al, a
ppro
pria
te p
erso
ns in
each
cla
ssro
om, e
duca
tiona
l pro
gram
, sch
ool,
inst
itutio
n, a
nd c
omm
unity
in' t
he s
tate
shou
ld e
stab
lish
obje
ctiv
es to
mee
t spe
cifi
cle
arne
r an
d co
mm
unity
. nee
ds.,
The
incl
ude
inst
ruct
iona
l obj
ectiv
es, b
oth
proc
ess
and
prod
uct,
and
man
agem
ent
supp
ort o
bjec
tives
.
Afte
r re
adin
g th
is s
elec
tion
go to
pag
e88
in th
iP
rogr
am.
Pla
nnin
g an
d im
plem
enta
tion:
An
over
view
How
are
impo
rtan
t dec
isio
ns to
be
mad
e, a
nd w
ho w
ill m
ake
them
? Lo
ok: a
t the
dia
gram
_ on
pag
e 89
whi
ch il
lust
rate
s th
ege
nera
lized
car
eer
educ
atio
n im
plem
enta
tion
form
at w
hich
has
been
the
deci
sion
-mak
ing/
plan
ning
app
arat
us in
the
past
, and
will
prob
ably
con
tinue
to g
uide
dec
isio
ns in
the
futu
re. T
hree
type
s of
agen
cies
are
sho
wn
as h
avin
g ta
ken
part
in th
is d
ecis
ion-
mak
ing
proc
ess.
Fed
eral
age
ncie
s, s
uch
as th
e U
.S. O
ffice
of E
duca
tion,
prov
ided
the
initi
al g
uide
lines
and
fund
s, a
nd in
fluen
ced
the
dire
ctio
n of
the
stat
e's
plan
ning
. The
Sta
te L
egis
latu
re, t
he S
tate
Boa
rd o
f Edu
catio
n, th
e D
epar
tMen
t of..
Edu
catio
n, a
nd th
eD
ivis
ion
of V
ocat
iona
l, T
echn
ical
, and
Adu
lt E
duca
tion,
util
ized
the
"nat
iona
l" m
odel
s an
d co
ncep
ts (
such
as
the
clus
ters
and
the
elem
ents
/out
com
es, p
repa
red
the
stat
e's
care
er e
duca
tion
guid
e-lin
es fo
r th
e sc
hool
dis
tric
ts a
nd p
rovi
ded
the
fund
s fo
r pl
anni
ng/
impl
emen
tatio
n. T
he lo
cal s
choo
l dis
tric
t has
the
resp
onsi
bilit
yfo
r pr
opos
ing
its d
istr
ict c
aree
r ed
ucat
ion
proj
ect.
Wor
king
with
inth
e br
oad
beun
darie
s se
t by
the
stat
e, th
e lo
cal d
istr
ict c
an th
usta
ilor
its c
aree
r ed
ucat
ion
plan
to fi
t its
par
ticul
ar p
robl
ems
and
circ
umst
ance
s.F
rom
this
poi
nt o
nwar
d, th
e cu
rric
ulum
pla
nnin
g pr
oced
ures
for
each
dis
tric
t will
pro
babl
y fo
llow
the
usua
l pat
tern
. Afte
rde
scrib
ing
the
dist
rict c
aree
r ed
ucat
ion
plan
, or
mod
el, a
ndde
taili
ng th
e pr
oduc
t obj
ectiv
es fo
r th
e pr
ojec
t (w
hich
are
lear
ner
perf
orm
ance
obj
ectiv
es),
the
proc
ess
obje
ctiv
es (
whi
ch a
re o
bjec
-tiv
es fo
r th
e sc
hool
sys
tem
) an
d m
anag
emen
t sup
port
obj
ectiv
es(w
hich
kee
p ev
eryt
hing
run
ning
sm
ooth
ly),
the
actu
al d
etai
led
plan
ning
and
impl
emen
tatio
n at
the
scho
ol a
nd le
sson
pla
n le
vel
wou
ld b
e th
e re
spon
sibi
lity
of th
e te
ache
r, a
nd o
ther
sch
ool
pers
onne
l.It
is im
port
ant t
o no
te tw
o ch
arac
teris
tics
of th
is d
ecis
ion-
mak
ing/
plan
ning
pro
cesS
. Firs
t, lo
cal l
evel
det
aile
d pl
anni
ng a
ndim
plem
enta
tion
is p
lace
d in
the
hand
s of
thos
e pe
ople
who
kno
wth
e si
tuat
ion
best
, the
loca
l sch
ool s
taff
and
thei
r lo
cal c
onta
cts.
Sec
ondl
y, d
iffer
ent p
roje
cts
are
in d
iffer
ent s
tage
s of
dev
elop
-,
men
t thr
ough
out t
hest
ate,
so s
ome
proj
ects
are
invo
lved
excl
usiv
ely
in th
e pl
anni
ng s
tage
, whi
le s
ome
are
plan
ning
and
impl
emen
ting
thei
r on
-goi
ng c
aree
r ed
ucat
ion
proj
ects
.In
the
clas
sroo
m, t
he te
ache
r ag
ain
emer
ges
as th
e fo
cal p
oint
of th
ein
stru
ctio
nal
proc
ess,
act
ing
as c
urric
ulum
des
igne
r,. r
esou
rce
coor
dina
tor,
and
inst
ruct
or.
Tea
cher
s sh
ould
be
no,
mor
e, n
or le
ss a
uton
omou
s in
a c
aree
r ed
ucat
ion
curr
icul
uth
than
in o
ther
edu
catio
nal p
rogr
ams.
A c
hang
e of
em
phas
is in
the
curr
icul
um r
equi
res
the
use
of b
oth
new
and
pre
viou
slY
use
dre
sour
ces,
imag
inat
ivel
y ap
plie
d, to
ach
ieve
the
inst
ruct
iona
lob
ject
ives
. The
ans
wer
s to
"W
hich
res
ourc
es?"
, "A
nd w
hen?
" an
d"H
ow?"
mus
t com
e fr
om th
e te
ache
r; s
choo
l, pr
ojec
t sta
ff an
dth
e co
mm
unity
.E
duca
tors
can
feel
rea
ssur
ed th
at r
esou
rces
for
acco
mpl
ishi
ng.
the
care
ers
curr
icul
um a
re b
eing
dev
elop
ed o
n a
wid
e sc
ale.
Bot
hpu
blic
and
priv
ate
orga
niza
tions
hav
e st
eppe
d in
to w
hat w
as o
nce
gap,
and
are
res
earc
hing
, dev
elop
ing,
and
doc
umen
ting
mat
eria
lsto
be
used
. A v
ery
brie
f lis
t of s
ome
of th
e m
ore
outs
tand
ing
refe
renc
es w
hich
can
be
used
as
reso
urce
s ca
n be
fciu
nd in
the
BIB
LIO
GR
AP
HY
at t
he e
nd o
f thi
s pr
ogra
m. I
n ad
ditio
n, th
ere
are
seve
ral p
roje
cts
fund
ed b
y th
e D
epar
tmen
t of E
duca
tion
whi
ch a
re m
eant
to s
uppo
rt y
our
wor
k.T
he fi
rst o
f the
se, p
roje
ct 'L
OO
M, (
Lear
ner-
Orie
nted
Occ
upa-
tiona
l Mat
eria
ls),
-pro
pose
s to
iden
tify
and
deve
lop
the
mat
eria
ls,
met
hodo
logy
, tea
cher
com
pete
ncie
s, a
nd im
plem
enta
tion
patte
rnfo
r an
act
ivity
-bas
ed c
aree
r ed
ucat
ion
prog
ram
that
can
be
wov
enin
to th
e ex
istin
g el
emen
tary
cur
ricul
um. P
roje
ct L
OO
M w
ith th
eas
sist
ance
of,
teac
hers
from
som
e 12
0 el
emen
tary
sch
ools
, has
deve
lope
d 16
0 le
arni
ng p
acka
ges,
or
units
; abo
ut s
peci
fic o
ccup
a-tio
ns. A
n es
timat
ed 3
00 te
ache
rs a
nd 1
5,00
0 el
emen
tary
stu
dent
sha
ve h
ad L
OO
M e
xper
ienc
es d
urin
g th
e pa
st th
ree
year
s.F
ER
IC, t
he F
lorid
a E
duca
tiona
l Res
ourc
es In
form
atio
n C
en-
ter,
is a
res
earc
h-or
ient
ed d
isse
min
atio
n sy
stem
, with
the
capa
bil-
ity fo
r se
arch
and
ret
rieva
l of e
xist
ing
docu
men
ts r
elat
ed to
all
GE
NE
RA
LIZ
ED
CA
RE
ER
ED
UC
AT
ION
IMP
LEM
EN
TA
TIO
N F
OR
MA
T
FE
DE
RA
L A
GE
NC
IES
Car
eer
Edu
catio
n M
odel
s
US
OE
Clu
ster
s
Ele
men
ts/O
utco
mes
ST
AT
E A
GE
NC
IES
LEG
ISLA
TU
RE
plan
ning
and
impl
emen
tatio
n fu
nds
BO
AR
D O
F E
DU
CA
TIO
Nap
prov
al o
f sta
te p
lans
DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Car
eer
Edu
catio
nG
uide
lines
VT
AE
Ove
rall
coor
dina
tion
and
tech
nica
l ass
ista
nce
c'
PLA
NN
ING
LOC
AL
AG
EN
CIE
S
SC
HO
OL
DIS
TR
ICT
Dis
tric
t Car
eer
Edu
catio
n M
odel
Dis
tric
t Car
eer
Edu
catio
n P
lan
Dis
tric
t & C
omm
unity
Res
ourc
es
Pro
duct
Obj
ectiv
es
Pro
cess
Obj
ectiv
es
Man
agem
ent S
uppo
rtO
bjec
tives
IMP
LEM
EN
TA
TIO
N_
CA
RE
ER
ED
UC
AT
ION
PR
OJE
CT
SC
aree
r E
duca
tion
Pro
ject
Sch
ools
Inst
ruct
iona
l Goa
ls
Inst
ruct
iona
lO
bjec
tives
Tes
ts
CA
RE
ER
PLA
CE
ME
NT
Pro
ject
Eva
luat
ion
aspe
cts
of e
duca
tion.
F E
R IC
's ta
rget
aud
ienc
es a
re. D
epar
tmen
t of
Edu
catio
n st
aff a
nd a
dmin
istr
atiy
e pe
rson
nel,
as w
ell a
s cl
assr
oom
inst
rcst
ors
in th
e sc
hool
dis
tric
ts, '
.7om
mun
ity c
olle
ges
and
stat
e;un
iver
s...e
s. F
ER
IC h
as a
n im
pres
4ive
dat
a ba
nk w
hich
incl
udes
mor
e th
an 6
1',0
00 E
RIC
doc
umen
ts r
epro
duce
d O
n m
icro
fiche
,ov
er 6
,000
boo
ks, s
ever
al th
ousa
nd c
urre
nt a
war
enes
s ar
ticle
s an
dm
any
othe
r re
sour
ces
to d
raw
from
.F
lorid
a V
IEW
(V
ital I
nfor
mat
ion
for
Edu
catio
n an
d W
ork)
isno
t a to
tal s
yste
gn o
r pa
ckag
e fo
r ca
reer
edu
catio
n. It
is, h
owev
er,
a sy
stem
that
is b
asic
ally
low
cos
t, an
d su
pplie
s go
od c
aree
rin
form
atio
n "d
esig
ned
to b
e us
ed w
ith a
ny a
nd/o
r al
l car
eer
educ
atio
n .m
ater
ials
whe
ther
com
mer
Ily m
arke
ted
or o
ther
-w
ise.
Bec
ause
it is
des
igne
d to
"w
r'.v
ith"
exis
ting
prog
ram
s,V
IEW
with
its
,Car
eer
Car
d sy
stem
. n h
elp
open
new
pat
hs to
care
er e
xplo
ratio
n bo
th n
ow a
nd ir
. ,:h
e fu
ture
.P
roje
ct B
RID
GE
(B
uild
ing
fleal
istic
Indi
vidu
aliz
ed D
evel
op-
men
tal G
uida
nce
Exp
erie
nces
) w
as d
esig
ned
to r
each
the
child
who
dem
onst
rate
s ne
gativ
e, a
ttitu
des
tow
ard
scho
ol, h
as a
low
self-
conc
ept a
nd li
mite
d ed
ucat
iona
l and
Voc
atio
nal a
spira
tions
. It'
focu
ses
on fo
urth
, fift
h, a
nd s
ixth
gra
de-s
tude
nts.
The
pro
gram
emph
asiz
es a
ctiv
ity-
orie
nted
gui
danc
e an
d co
unse
ling
sess
ions
with
in a
car
eer
deve
lopm
ent f
ram
ewor
k.A
cur
ricul
um d
evel
opm
ent r
esea
rch
proj
ect,
FA
IS (
The
Fus
ion
of A
pplie
d an
d In
telle
ctua
l Ski
lls)
is v
alue
s ba
sed.
The
pro
ject
'sai
ms
are
to te
ach
the
proc
ess
of v
alue
cla
rific
atio
n by
dev
elop
ing
the
stud
ent's
cap
acity
to fo
rm h
is o
wn
set o
f val
ues
with
in a
noc
cupa
tiona
l:cho
ice
fram
ewor
k. It
otte
rs c
onsu
ltant
. ser
vice
s to
scho
ols
inte
rest
ed in
dev
elop
ing
a su
pple
men
tary
car
eer
educ
atio
npr
ogra
m b
ased
upo
n th
e,pr
oces
s or
ient
atio
n of
-val
ue c
larif
icat
ion.
FA
IS is
now
com
mer
cial
ly a
vaila
ble
to a
ll sc
hool
s in
the
Uni
ted
Sta
tes
and
has
been
pub
lishe
d as
"The
Val
uing
App
roac
h to
Car
eef E
duca
tion.
"
In a
dditi
on to
thes
epr
ojec
ts,-
the
stat
e's
univ
ersi
ties
are
turn
ing
thei
r co
nsid
erab
le r
esou
rces
to b
ear
on s
ome
of th
epr
oble
m a
reas
'con
nect
ed w
ith th
e im
plem
enta
tion
of c
aree
red
ucat
ion.
One
of t
hese
, Flo
rida
Sta
te U
nive
rsity
, has
est
ablis
hed
a C
aree
r E
duca
tion
Cen
ter
whi
ch is
mea
nt to
stim
ulat
e an
dco
ordi
nate
car
eer
educ
atio
n pr
ojec
ts w
ithin
'the
uni
vers
ity. O
nesu
ch p
roje
ctis
the
Car
eer
Edu
catio
n C
urric
ulum
Lab
orat
ory
(CE
CL)
, whi
ch is
invo
lved
in s
uppo
rtin
g an
d fa
cilit
atin
g re
sour
cede
velo
pmen
t. B
esid
es p
rovi
ding
tech
nica
l ass
ista
nce
to o
ther
educ
atio
nal a
genc
ies,
CE
CL
is 's
earc
hing
th'e
fiel
d fo
r ca
reer
edu
-ca
tion
mat
eria
ls in
ord
er to
mak
e av
aila
ble
to F
lorid
a's
schb
ols
thos
ere
sour
ces
need
ed b
y te
ache
rs to
del
iver
an
effe
ctiv
eca
reer
pro
gram
. A s
econ
d pr
ojec
t at F
lorid
a S
tate
Uni
vers
ity,
Pro
ject
Prb
-CE
SS
, was
cre
ated
to d
esig
n, d
evel
op, d
isse
min
ate,
and
eval
uate
the
self-
inst
ruct
iona
l mat
eria
ls w
hich
you
are
now
usin
g. A
third
pro
ject
at F
.S.U
., th
e E
lem
enta
ry G
uida
nce
and
Car
eer
Edu
catio
n P
roje
ct, w
as d
esig
ned
to d
evel
op th
e gu
idan
ceco
mpo
nent
of a
n el
emen
tary
sch
ool c
aree
r ed
ucat
ion
prog
ram
,an
d to
def
ine
the
role
of e
lem
enta
ry c
ouns
elor
s in
impl
emen
ting
such
a p
rogr
am. T
he fo
llow
ing
proj
ect o
utpu
ts h
ave
been
dev
el-
oped
: (1)
a th
eore
tical
rat
iona
le d
escr
ibin
g a
sequ
entia
l mod
elof
car
eer
deve
lopm
ent l
earn
ings
for
child
ren
grad
es K
-6 in
whi
ch d
evel
opm
enta
l obj
ectiv
es, l
earn
ing
activ
ities
and
out
com
esha
ve b
een
spec
ified
, (2)
a fu
nctio
nal d
escr
iptio
n of
the
elem
en-
tary
cou
nsel
ors
\roT
e'in
impl
emen
ting
such
a m
odel
, and
(3)
a pr
ogra
m g
uide
(en
title
d C
aree
r D
evel
opm
ent i
n th
e E
lem
en-
tary
Sch
ool:
A P
rogr
am G
uide
. for
Ele
men
tary
Cou
nsel
ors
and
teac
hers
) su
gges
ting
a va
riety
of c
lass
room
lear
ning
act
iv-
ities
whi
ch c
an b
e pe
rfor
med
with
ele
men
tary
age
chi
ldre
n.A
dditi
onal
info
rmat
ion
conc
erni
ng a
ny o
f the
se p
roje
cts
may
be o
btai
ned
thro
ugh
the
Car
eer
Edu
catio
n P
roje
ct D
irect
or in
your
sch
ool d
istr
ict.
w
)
Car
eer
Gui
danc
e:T
he n
ew p
ersp
ectiv
eT
he e
mph
asis
on
stru
ctur
ing
'edu
catio
nal e
xper
ienc
es a
roun
d a
care
er th
eme
tran
sfor
ms
the
guid
ance
/cou
nsel
ing
fUnc
tion
to a
cent
ral,
and
who
lly in
tegr
ated
Oni
on o
f the
ove
rall'
cur
ricul
um.
At f
irst g
lanc
e, th
is m
ight
,sug
gest
sim
ply
an in
crea
se in
the
num
ber
of c
ouns
elor
s (o
r ai
des)
, and
thei
r du
ties.
In fa
ct, c
aree
red
ucat
ion
impl
ies
maj
or n
ew d
irect
ions
for
the
entir
e gu
idan
ce/
coun
selin
g ac
tivity
in th
e ed
ucat
iona
l pro
cess
. Spe
cific
ally
, the
guid
ance
/cou
nsel
ing
func
tion
mus
t bec
ome
mor
e ca
reer
orie
nted
than
in th
e pa
st a
nd m
ust s
erve
the
need
s of
lear
ners
thro
ugho
utth
e sc
hool
yea
rs a
nd b
eyon
d.It
is o
f som
e in
tere
st h
ere
to n
ote
that
a 1
973
'car
eer
deve
lopm
ent s
urve
y th
at in
volv
edna
tiona
lly r
epre
sent
ativ
esa
mpl
e of
ove
r 33
,000
eig
hth,
nin
th a
nd e
leve
nth
grad
ers
was
cond
ucte
d by
the
Am
eric
an C
olle
ge T
estin
g P
rogr
am (
i(CT
).A
mon
g th
e.m
any
findi
ngs
of th
e st
udy
was
thit
mor
e th
an 7
5%of
the
high
sch
ool j
unio
rs a
nd n
early
as
man
y' e
igh_
th a
nd n
inth
grad
ers
wou
ld li
ke h
elp
with
car
eer
plan
ning
, whi
le o
nly
abou
t30
% o
f the
ele
vent
h `g
rade
ri in
dica
ted
that
they
wou
ld li
kepe
rson
al c
ouns
elin
g. T
his
brin
gs u
p th
e ne
ed fo
r m
ore
'car
eer
coun
selin
g vs
. per
sona
l cou
nsel
ing
as fe
lt by
the
stud
ents
.T
he b
road
ened
cou
nsel
ing
foie
reg
yire
s an
exp
ande
d gr
oup
toha
ndle
the
vario
us-f
unct
ions
. A "
mul
ti-co
ntac
t" a
ppro
ach
to th
egu
idan
ce p
rogr
am in
voly
es a
ll th
d:sc
hool
's .p
erso
nnel
in th
e'c
ouns
elin
g fu
nctio
n. T
he m
ultit
cont
act a
ppro
ach
spre
ads
acro
ssal
l dis
cipl
ines
, lea
disr
ig to
the
conc
ept o
f a c
aree
r de
velo
pmen
tte
am, a
nd e
ach
mem
ber
of th
e 'te
am s
harin
g so
me
resp
onsi
bilit
y '-
;for
the.
guid
ance
func
tion;
atc
rirdi
ng,to
thei
r ow
n pr
epar
atio
n an
dar
ea o
f spe
cial
izat
i9ri,
Thi
s do
es n
ot im
ply
that
all,
teac
hers
will
bec
ome
prof
essi
onal
coun
selo
rs. R
athe
r, th
e gu
t:lan
ce a
nd c
ouns
elin
g fu
nctio
n th
at h
asd
alw
ays
been
an
impl
icit
func
tioc,
of t
he c
lass
room
teac
her
now
beco
mes
an
expl
icit,
' coo
rdin
ated
' fun
ctio
n -a
mon
g th
e ca
reer
deve
lopm
ent t
eaT
rr.e
rMW
-per
spec
tives
for
care
er, g
uida
nce
do.,
not i
mpl
y ,th
at th
e m
ore
trad
ition
al s
peci
aliz
ed fu
nctio
ns in
guid
ance
/cbu
nsel
ihg
will
be'
han
dled
by
anyo
ne o
ther
than
a
7.,
7'
prof
essi
onal
;and
cer
tain
ly d
o no
t mea
n th
at th
ese
func
tions
will
be e
limin
ated
or
redu
ced.
On
the
cont
rary
, the
car
eers
cur
ricul
um.
will
req
uire
an
expa
nded
and
str
engt
hene
d gu
idan
ce/c
ouns
elin
gco
mpo
nent
irka
ll ar
eas
of th
e ed
ucat
iona
l pro
gram
.
The
car
eer
deve
lopm
ent t
eam
Num
erou
s ca
reer
edu
catio
n pr
ojec
ts a
roun
d th
e co
untr
y, a
sw
ell a
s in
Flo
rida
scho
ol d
istr
icts
, are
rel
ying
on
the
care
erde
velo
pmen
t tea
m a
ppro
ach
as a
prim
ary'
plan
ning
and
tatio
n to
ol. A
lthou
gh th
e m
ake-
up o
f the
car
eer
deve
lopm
ent
team
diff
ers
from
dis
tric
t to
dist
rict,
the
illus
trat
ion
on y
our
larg
epo
ster
sho
ws
that
the
mos
t com
mon
mem
beis
_of t
he te
am 'a
re a
clas
sroo
mte
ache
r,a
guid
ance
'- co
unse
lor,
an
occu
patio
nally
orie
nted
cou
nsel
or4p
ecia
list,
and
of c
ours
e, th
e le
arne
r.T
hese
team
mem
bers
-ha
ve d
iffer
ing
role
s, a
t diff
eren
t gra
dele
vels
. The
two
cons
tant
rmem
bers
,,of t
he S
eam
, the
teac
her
and
the
lear
ner,
will
inte
ract
thro
ugho
ut th
e sp
an o
f the
edu
catio
nal
prog
ram
, whi
le it
' may
bt e
xpec
ted
that
'the
guid
ance
cou
nsel
oran
d oc
cupa
tiona
lly o
rient
ed' c
ouns
elor
/spe
cial
isf w
ill h
ave
unev
enpe
riods
of p
artit
ipat
ion
in 't
he p
lann
ing
and
exec
utio
n of
the
educ
atio
nal p
rogr
am o
f eac
h in
divi
dual
.T
he r
ole
of th
e le
arne
r, a
nd th
e re
latio
nshi
p of
the
lear
ner
toth
e 'ti
ther
team
mem
ber)
-w
ill v
ary.
The
stu
dent
's in
volv
emen
t in
dete
rmin
ing
the
dire
ctio
n of
his
ow
n ca
reer
dev
elop
men
t pro
gram
shou
ld b
e co
nsta
nt, f
rom
the
first
edu
catio
nal e
xper
ienc
esth
roug
h th
e la
st. T
he n
atur
e of
this
invo
lvem
ent w
ill n
atur
ally
depe
nd o
n th
e in
divi
dual
's, a
bilit
ies
and
inte
rest
s. T
he k
ey h
ere
isto
pre
pare
the
lear
ner
for
futu
re p
artic
ipat
ion
in th
e ca
reer
deve
lopm
ent t
eam
's fu
nctio
ns b
y m
akin
g pa
rtic
ipat
ion
a co
n-st
ant a
nd e
xpan
ding
lear
ner
activ
ity w
hich
cul
min
ates
in c
aree
rde
cisi
on m
akin
g.T
he te
ache
r'S r
ole,
as
in th
e pa
st, i
s cr
ucia
l. W
orki
ng w
ith th
e
care
er e
duca
tion
team
, oth
er s
taff
mem
bers
, sch
ool p
erso
nnel
inth
e di
stric
t, as
wel
l as
with
mem
bers
of t
he la
rger
com
mun
ity, t
hete
ache
r's p
rimar
y ro
le w
ill b
e to
impl
emen
t ins
truc
tiona
l ob-
ject
ives
.C
ouns
elor
s w
ill w
ork
with
oth
er te
am m
embe
rs in
the
desi
gnof
indi
vidu
aliz
ed c
aree
r pr
ogra
ms,
con
trib
utin
g th
e ty
pe o
f dat
aan
d pe
rspe
ctiv
es w
hich
can
hel
p to
join
the
inst
ruct
iona
l prb
gram
to th
e le
arne
r's o
vera
ll de
velo
pmen
tal n
eeds
.M
ore
spec
ializ
ed o
ccup
atio
nal i
nfor
mat
ion
and
func
tions
may
be th
e re
spon
sibi
lity
of a
n oc
cupa
tiona
lly o
rient
ed c
ouns
elor
/sp
ecia
list.
Eva
luat
ion
The
goa
ls a
nd o
bjec
tives
whi
ch a
teac
her
impl
emen
ts in
the
clas
sroo
m s
houl
d re
flect
and
sup
port
the
broa
der
goal
s an
dob
ject
ives
set
at t
he d
igtr
ict c
aree
r ed
ucat
ion
proj
ect l
evel
...,
To
be e
valu
ated
, obj
ectiv
es a
t bot
h th
e di
stric
t and
cla
ssrO
omle
vels
mus
t be
stat
ed in
term
s of
the
actu
al p
erfo
rman
ce o
f wha
tth
e le
arne
rs c
an d
o.T
his
eval
uatio
n ca
n be
bro
ken
dow
n in
to:
1.th
e O
vera
ll ev
alua
tion
of th
e ca
reer
edu
catio
n pr
ogra
mits
elf;
and,
2. th
e.ev
alua
tion
he in
divi
dual
stu
dent
s em
ergi
ng fr
om th
epr
ogra
m.
Pro
gram
eva
luat
ion
depe
nds
heav
ily o
n th
e fe
edba
ck fr
om th
epl
acem
ent a
nd fo
llow
-up
com
pone
nts.
Suc
cess
ful p
lace
rhen
t of
both
dro
pout
s an
d gr
adua
tes
is o
f sig
nific
ance
; and
aye
val
idm
easu
res
of tt
(e e
duca
tiona
l pro
gram
's e
ffect
iven
ess.
The
act
ivi-
ties
invo
lved
in a
pla
cem
ent p
rogr
am a
re v
arie
d an
d in
dica
te a
spec
ial
resp
onsi
bilit
y fo
r sc
hool
per
sonn
el. S
ampl
e, a
ctiv
ities
mig
ht in
clud
e:(1
)de
velo
ping
con
tact
with
em
ploy
ers,
pos
tse
cond
ary
and
high
er e
duca
tion
inst
itutio
ns, p
rivat
e em
ploy
men
tag
enci
es, t
he B
urea
u of
Em
ploy
men
t Sec
urity
, etc
., (2
) es
tabl
ish-
ing
a cl
earin
ghou
se fo
r jo
b op
enin
gs, (
3) c
oord
inat
ing
with
wor
kex
perie
nce
prog
ram
s, (
4) s
olic
iting
full-
time
and
jlart
-tim
e jo
bs,
(5)
deve
lopi
ng s
tude
nt, r
esum
es, (
6) c
oord
inat
ing
job
inte
rvie
ws,
or (
7) p
rovi
ding
lega
l inf
orm
atio
n.
The
mea
sure
men
t of l
earn
er p
erfo
rman
ce a
gain
st w
ell d
efin
edob
ject
ives
whi
ch s
tate
wha
t the
lear
ner
mus
t be
able
to d
o is
cent
ral a
nd b
asic
in d
irect
ing
the
team
's e
ffort
s in
dev
isin
g an
indi
vidu
aliz
ed c
aree
r de
velo
pmen
t pro
gram
. Crit
eria
-su
ch a
s th
eam
ount
of t
ime
spen
t in
an a
ctiv
ity, t
he a
ge o
f the
stu
dent
, or
othe
r ar
tific
ial m
easu
res
of "
achi
evem
ent-
mus
t be
repl
aced
by
an e
valu
atio
n, s
yste
m w
hich
trul
y re
flect
s th
e le
arne
r's p
rove
nca
pabi
litie
s. T
he fi
nal p
erfo
rman
ce c
riter
ia fo
r ev
alua
ting
the
prog
ress
of e
ach
lear
ner
is w
heth
er o
r no
t the
indi
vidu
al c
anac
hiev
e pl
acem
ent i
n, p
rogr
ess,
and
find
sat
isfa
ctio
n in
app
ropr
i-at
e ca
reer
s.In
pra
ctic
e, w
hat w
ould
car
eer
edub
atio
n pe
rfor
man
ce o
bjec
-tiv
es lo
ok li
ke?
On
pig-
ei 9
3-,9
4 yo
u w
ill fi
nd a
cha
rt o
f Sam
ple
Car
eer
Edu
catio
n O
bjec
tives
arr
ange
d by
ele
men
ts/o
utco
mes
, and
by g
rade
leve
l gro
upin
gs. T
he s
ampl
e ob
je6t
ives
wer
e ar
rang
ed in
this
fash
ion
to s
hoW
how
obj
ectiv
es c
an b
e ar
ticul
ated
in a
cont
inuo
us d
evel
opm
enta
l str
eam
, fro
m k
inde
rgar
ten
thro
ugh
post
sec
onda
ry a
nd a
dult
educ
atio
n.T
his
char
t is
not m
eant
WI p
ortr
ay th
e ob
ject
ives
whi
ch y
ou, o
ryo
ur s
choo
l dis
tric
t sho
uld
use
in th
e im
plem
enta
tion
of a
car
eer
educ
atio
n pr
ogra
m. I
t is
only
mea
nt a
s a
fram
e of
ref
eren
ce, t
ogi
ve y
ou s
ome
idea
of t
he k
inds
of o
bjec
tives
-w
hich
cou
ld a
ppea
rin
a c
aree
rs c
urric
ulum
. Bec
ause
the
char
t was
pre
pare
d fo
r th
islim
ited
purp
ose,
you
may
not
e th
at th
ere
are
seve
ral l
imita
tions
on it
s us
e:
1. T
hese
are
sam
ple
obje
ctiv
es o
nly,
and
not
a c
ompl
ete
set.
_To
deve
lop
a co
mpl
ete
set o
f obj
ectiv
es, y
ou w
ould
writ
e'o
bjec
tives
for
each
of t
he s
ub-c
ompo
nent
s of
the
eigh
tel
emen
ts a
s pr
esen
ted
on p
ages
51-
65.
2. T
he o
bjec
tives
whi
ch a
re r
epre
sent
ed a
re o
ccup
atio
nally
Orie
nted
and
db
not r
epre
sent
the
full
rang
e of
car
eer
educ
atio
n ob
ject
ives
.3.
The
gra
de le
vels
are
, in
som
e ca
ses,
rat
her
broa
d, a
nd th
eob
ject
ives
dep
icte
d ar
e ne
cess
arily
mor
e re
leva
nt to
som
ele
arne
rs w
ithin
that
ran
ge th
an o
ther
s.
92
Sam
ple
Obj
ectiv
es
ELE
ME
NV
SK
-12-
34-
6
-SE
LF-
AW
AR
EN
ESS
Are
ness
of
the
com
pdne
nts
that
mak
eut
iIf
.
Aft
er lo
okiin
g in
a f
ull-
leng
th m
irro
r, th
ele
arne
rl o
rally
des
crib
e hi
s ph
ysic
alch
arac
teri
stic
s, s
uch
as h
eigh
t; ey
e co
lor,
hair
col
or, a
ppro
xim
ate
body
wei
ght,
etc.
The
lear
ner
will
ver
bally
list
thre
e ta
sks
whi
ch h
e lik
es to
do
in s
choo
l.T
he le
arne
r w
ill d
escr
ibe,
in w
ritin
g, h
owa
chan
ge in
his
soc
ial g
roup
, com
mun
ity,
or f
amily
has
aff
ecte
d' h
is li
fe (
in te
rms
of f
eelin
gs a
bout
him
self
and
oth
erpe
ople
and
thin
gs).
ED
UC
AT
ION
AL
AW
AR
EN
ESS
Aw
aren
ess
of th
e co
nnec
tion
betw
een
educ
atio
n (i
n an
d ou
t of
scho
ol)
and
life
role
s an
d go
als.
Dur
ing
ate
ache
r le
d di
scus
sion
, the
lear
ner
will
ora
lly d
escr
ibe
two
thin
gsw
hich
he
had
lear
ned
in s
choo
l and
use
dou
tsid
e of
sch
ool.
The
lear
ner
will
ora
lly r
elat
e tw
o th
ings
whi
ch h
e ha
s le
arne
d ou
tsid
e of
sch
ool
whi
ch h
e w
ould
like
to le
arn
mor
e ab
out
in s
choo
l.
Aft
er g
oing
on
a sc
hool
fie
ld tr
ip,th
ele
arne
r w
ill o
rally
des
crib
e ho
w s
uch
asc
hool
-spo
nsor
edtr
ipw
ould
help
som
eone
get
a b
ette
r id
ea o
f hi
s tr
ueca
reer
inte
rest
s.
CA
RE
ER
AW
A1K
EN
ESS
Aw
aren
ess
of th
e w
orld
of
life
care
ers,
incl
udin
g oc
cupa
tiona
l car
eers
.
Dur
ing
ate
ache
r le
d di
scus
sion
, the
lear
ner
will
ora
lly d
escr
ibe
(in
supe
rfic
ial
term
s) th
e oc
cupa
tions
of
a pa
rent
(s),
and/
or o
f tw
o ne
ighb
ors.
Aft
er a
bri
ef d
iscu
ssio
n of
the
15 U
SOE
occu
patio
nal c
lust
ers,
the
lear
ner
will
choo
se a
clu
ster
(us
ing
pict
ures
) an
d gi
veon
eoc
cupa
tion
whi
chfi
tsin
that
cate
gory
.
Aft
er o
rally
list
ing
thre
e oc
cupa
tions
,th
e le
arne
r w
ill li
st th
e ge
nera
l ski
llsre
quir
ed f
or o
ne o
f th
ose
occu
patio
ns(s
uch
as e
duca
tion
, phy
sica
l ski
lls, e
tc.)
EC
ON
OM
IC A
WA
RE
NE
SS,
Aw
aren
ess
ofth
efu
nctio
nsof
prod
uctio
n,di
stri
butio
n,an
dco
nsum
ptio
n in
rel
atio
n to
the
indi
vidu
alan
d so
ciet
y.
Giv
en a
pict
ure
of s
ever
al c
omm
onob
ject
s, th
e le
arne
r w
ill c
ircl
e th
e tw
oar
ticle
s w
hich
cos
t the
mos
t.
In a
gro
up d
iscu
ssio
n se
tting
, the
lear
ner
will
des
crib
e ho
w h
e sa
ves
mon
ey o
roi
lier
thin
gs, a
nd s
tate
s on
e re
ason
why
.
Giv
en-
a lis
t of
five
com
mon
occ
upat
ions
,th
e =
lear
ner
will
ver
bally
des
crib
e th
eec
onom
ic r
ewar
ds r
elat
edto
_eac
h an
dst
ate
poss
ible
rea
sons
why
ther
e is
a,
diff
eren
ce.
DE
CIS
ION
MA
KIN
GA
pply
ing
info
rmat
ion
and
valu
es to
the
proc
ess
of m
akin
g ra
tiona
l dec
iiion
s.
The
lear
ner
will
obs
erve
the
wor
k of
two
peop
le in
the
neig
hbor
hood
and
rel
ate
his
impr
essi
ons
to th
e ot
hers
in th
e cl
ass.
The
lear
ner
will
rel
ate
a de
cisi
on-m
akin
gsi
tuat
ion
in w
hich
he
ad to
dec
ide
som
ethi
ng, a
nd e
xpla
inw
hyth
e ch
oice
was
mad
e th
at w
ay.
Aft
er ta
king
par
t in
a gr
oup
proj
ect
whi
ch r
equi
res
divi
sion
of
labo
r, e
ach
lear
ner
will
exp
lain
how
his
task
sui
ted,
thei
r ab
ilitie
s an
d in
tere
sts,
and
how
the
deci
sion
to d
o th
e ta
sk w
as a
rriv
ed a
t.
BE
GIN
NIN
G C
OM
PET
EN
CY
Dev
elop
men
tof
cogn
itive
and
psyc
hom
otor
skill
ske
ded
for
job
perf
orm
ance
.
Giv
en s
ix ti
n ca
ns o
f di
ffer
ent d
iam
eter
s,th
e le
arne
r w
ill a
rran
ge th
e ca
ns in
som
eor
der
and
oral
lyex
plai
nth
e or
der
invo
lved
.
Giv
enco
mm
onca
rpen
try
tool
sap
prop
riat
e to
the
lear
ner's
siz
e an
d ag
e,he
will
dem
onst
rate
the
prop
er s
afet
ypr
oced
ures
for
usi
ng tw
o of
the
tool
s.
Giv
en th
e ta
sk o
f or
gani
zing
a s
impl
egr
oup
activ
ity, t
he le
arne
r w
ill li
st th
em
ajor
ste
ps w
hich
mus
t be
take
n to
achi
eve
the
task
.
EM
PLO
YA
BIL
ITY
SK
ILL
SSo
cial
ski
lls a
nd c
omm
unic
atio
n sk
ills
appr
opri
ate
tooc
cupa
tiona
lca
reer
-pl
acem
ent.
Giv
en a
teac
her-
dire
cted
gro
up a
ctiv
ity,
the
lear
ner
will
par
ticip
ate
and
late
rre
late
hci
w h
e pa
rtic
ipat
ed.
Giv
en a
list
(ve
rbal
ly)
of th
e ta
sks
whi
chm
ust
bepe
rfor
med
arou
ndth
ecl
assr
oom
, the
lear
ner
will
cho
ose
a ta
skan
d st
ate
why
he
wis
hes
to d
o th
e ta
sk.
Giv
en 2
0 ta
sks
whi
ch a
re e
xajn
ples
of
data
orie
nted
- ta
sks,
peop
le 'o
rien
ted
task
s, a
nd th
ing
orie
nted
task
s,th
ele
arne
rw
ill,
inw
ritin
g,pr
oper
lyca
tego
rize
the
task
s.
AT
TIT
UD
ES
AN
D A
PPR
EC
IAT
ION
SFe
elin
gs f
or r
ole
rela
tions
hips
of
self
and
othe
rs in
a s
ocie
tal a
nd o
ccup
atio
nal
.co
ntex
t.
93
Giv
en a
gra
phic
rep
rese
ntat
ion
of p
eopl
ein
volv
ed w
ith s
ever
al d
iffe
rent
type
s of
com
mon
occ
upat
ions
foun
din
the
com
mun
ity,
the
lear
ner
will
expl
ain
oral
lyho
w o
nepe
rson
help
sth
eco
mm
unity
._
.
Giv
en a
ver
bal l
ist o
f va
riou
s co
mm
onoc
cupa
tions
, the
stu
dent
will
list
why
he
belie
ves
one
of th
e oc
cupa
tions
"is
the
mos
t im
port
ant"
.
Aft
er ta
king
a b
us to
ur th
roug
h th
eco
mm
unity
, the
lear
ner
will
poi
nt o
utth
ree
serv
ice
occu
patio
ns a
nd v
erba
lly,
desc
ribe
why
/how
-the
se o
ccup
atio
ns a
reva
lued
by
soci
ety.
Sam
ple
Obj
ectiv
esP
OS
T-S
EC
ON
DA
RY
7-9
10-1
2A
ND
AD
ULT
ED
UC
AT
ION
OU
TC
OM
ES
-s
The
lear
ner
'will
ver
bally
des
crib
e th
ree,
occu
patio
ns w
hich
he
find
s in
tere
stin
gan
d re
late
. th
ese
to h
is p
erso
nal c
har-
acte
rist
ics.
Giv
en a
list
of
10 w
ork
envi
ronm
ents
,.
the
lear
ner
will
Itt
the
thre
e en
viro
n-'
men
ts, i
n or
der
of p
rior
ity, i
n w
hich
he
wou
ld f
eelim
ost c
omfo
rtab
le w
orki
ng, a
s,,
indi
cate
d by
his
per
sona
l cha
ratte
rist
ics.
Giv
en a
list
of
life
role
s (s
uch
as p
aren
t,ne
ighb
or, g
rpup
mem
ber)
the
lear
ner
will
oral
ly d
escr
ibe.
how
he
will
cho
ose
anoc
cupa
tion
whi
ch w
ill b
e su
ppor
tive
ofgo
als
in th
e ot
her
care
er a
reas
.
SEL
F-ID
tNT
ITY
Bei
ng a
war
e of
ow
n in
divi
dual
cha
ract
er-
istic
s w
hich
mak
e up
his
sel
f, in
clud
ing
aco
nsis
tent
val
ue s
yste
m.
The
stu
dent
will
'des
crib
e, in
wri
ting,
thre
e th
ings
lear
ned
in s
choo
l whi
ch h
ave
help
ed h
im in
acc
ompl
ishi
ng s
ome
pro-
ject
or
unde
rtak
ing
outs
ide
of s
choo
l.
Aft
er h
avin
g in
terv
iew
ed r
epre
sent
ativ
esof
thre
e co
mm
unity
org
aniz
atio
ns th
ele
arne
r w
ill d
escr
ibe,
in w
ritin
g, h
ow th
esc
hool
cou
ld a
dvan
ce c
aree
r pe
rcep
tions
of o
ther
stu
dent
s by
wor
king
with
thos
eco
mm
unity
org
aniz
atio
ns.
Aft
er v
isiti
ng a
site
of
,an
occu
patio
nw
hich
inte
rest
s hi
m, t
he le
arne
r w
illm
ake
thre
e- s
ugge
stio
ns h
ow th
e ed
uca-
tiona
l ,in
stitu
tion
coul
d im
prov
eits
,car
eer
plan
ning
act
iviti
es f
or th
at'o
ccu-
patio
n._
ED
UC
AT
ION
AL
ID
EN
TIT
YA
bilit
y. to
mak
e 4d
ucat
iona
l pla
ns f
orad
vanc
ing
care
er g
oals
..
.
In a
rol
e pl
ayin
g si
tuat
ion
sim
ulat
ing
am
eetin
g w
ith a
com
pany
per
sonn
el m
an-
ager
, the
lear
ner
will
des
crib
eth
e en
try
leve
l ski
lls w
hich
are
req
uire
d fo
r tw
ooc
cupa
tions
in w
hich
they
are
inte
rest
ed.
Giv
en-
a lis
t of
:occ
upat
ions
, the
lear
ner
-w
ill c
hoos
e tw
o oc
cupa
tions
whi
ch a
reof
inte
rest
to I
tim,.a
nd w
ill d
escr
ibe
the
entr
y re
quir
emen
ts a
nd p
lans
he
has
for
acco
mpl
ishi
ng th
ose
plan
s.
Giv
en a
ver
bal ,
desc
ript
ion
of h
ypo-
thet
ical
life
care
ers
and
occu
patio
nal
care
ers
of. a
n-in
divi
dual
, the
lear
ner
will
desc
ribe
how
, thi
s co
inci
des
or d
iffe
rsfr
om h
is id
eas
on li
fe a
nd o
ccup
atio
nal
care
ers.
CA
RE
ER
ID
EN
TIT
YE
stab
lishm
ent o
f pr
iori
ties
and
role
s fo
rlif
e ca
reer
s an
d oc
cupa
tiona
l car
eers
:
'Aft
er ,a
dis
cuss
ion,
and
vis
it to
dif
fere
ntne
ighb
orho
ods
in a
city
or
tow
n, th
ele
arne
r w
ill o
rally
des
crib
e th
ree
effe
cts
whi
ch in
crea
sed
inco
me
wou
ld h
ave
onth
e pe
ople
of
any
one
neig
hbor
hood
.
1'
Aft
erlis
teni
ng to
a p
anel
'dis
cuss
ion
conc
erni
ng c
onsu
mer
pro
tect
ion
serv
ices
offe
,red
by
gove
rnM
enta
l age
ncie
s, th
ele
arne
r w
ill d
ebat
e th
e ab
ility
(of
Suc
hag
enci
es in
pra
ctic
al te
rms
to th
e co
n-su
mer
..
Aft
eran
alyz
ing
at: h
ypot
hetic
alin
-di
vidu
al's
eco
nom
ic s
ituat
ion,
the
lear
ner
will
ora
lly d
escr
ibe
how
the
indi
vidu
alm
ight
impr
ove'
ppon
the
situ
atio
n;..a
nd a
plan
of
actio
n, f
or, a
ccom
plis
hing
the
sugg
estio
ns.
;
EC
ON
OM
IC U
ND
ER
STA
ND
ING
SA
naly
zing
and
res
olvi
ng p
robl
ems
con-
cern
ing
the
econ
omic
env
iron
men
t in
. whi
ch h
e liv
es.
Giv
en a
pro
blem
to s
olve
and
a h
ypo-
thet
ical
ly "
corr
ect"
sol
utio
n, th
e le
arne
rw
ill e
valu
ate
his
perf
orm
ance
in m
akin
gth
e de
cisi
ons
invo
lved
in a
rriv
ing
at th
eso
lutio
n to
the
hypc
ithet
ical
pro
blem
.
Aft
er e
ngag
ing
in o
n-th
e-jo
b ex
peri
ence
sin
an
occu
patio
n w
hich
inte
rest
s hi
m,
the
lear
ner
will
list
; in
wri
ting,
thre
e.re
ason
s fo
r de
cidi
ng to
con
tinue
in th
at,o
ccup
atio
nal a
rea
of c
hang
e.
The
lear
ner
will
, ora
lly, o
r in
wri
ting,
desc
ribe
the.
pro
cess
(in
form
atio
n an
dva
lues
) w
hich
led
to d
ecid
ing
'on.
a,
part
icul
ar o
ccup
atio
n.
CA
RE
ER
DE
CIS
ION
S..
Setti
ng a
-ca
reer
dir
ectio
n w
ith p
lans
for
acco
Mpl
iihin
g ca
reer
goa
ls.
Aft
er v
iew
ing
a ta
sk d
urin
g a
fiel
d vi
sit
to a
n oc
cupa
tiona
l are
a of
. his
inte
rest
,th
e le
arne
r w
ill li
st, t
he m
ater
ials
, too
ls,
and
pers
onne
l nee
ded
to a
ccom
plis
h th
eta
sk.
Giv
en a
list
of
mat
eria
ls, a
nd/o
r pe
rson
-ne
l, th
e le
arne
r w
ill c
hoos
e th
ose
whi
char
e ne
cess
ary
for
com
plet
ing
asp
ecif
icta
sk in
his
are
a of
occ
upat
iona
l int
eres
t.
1
Aft
er o
bser
ving
ano
ther
lear
ner
whO
isen
gage
d in
the
sam
e oc
cupa
tiona
l are
a,th
e st
uden
t will
, ora
lly o
r in
wri
ting,
prep
are
a cr
itiqu
e on
the.
perf
orm
ance
ofth
e fi
rst l
earn
er a
nd li
st s
ugge
stio
ns o
nho
w th
e pe
rfor
man
ce c
ould
be
im-
prov
ed.
EM
PLO
YM
EN
T S
KIL
LS
Com
pete
nce
inth
e pe
rfor
man
ce-
ofca
reer
-rel
ated
ski
lls.
Giv
en a
list
of
3 oc
cupa
tions
per
USO
Ejo
b cl
uste
r,.th
e le
arne
r w
ill in
dica
te tw
ocl
uste
rs a
nd th
ree
occu
patio
ns w
hich
agre
e w
ith h
is in
tere
sts
and
abili
ties.
Giv
en a
pre
viou
sly
stat
ed le
arne
r ca
reer
goal
the,
lear
ner,
in w
ritin
g, w
ades
crib
ehi
s pl
ans
for
adju
stin
g to
fut
ure
care
erpl
ans.
'Aft
er s
eein
g a
wor
ker-
empl
oyee
rol
e-pl
ayin
g si
tuat
ion
depi
ctin
g a
deve
lopi
ngpo
int o
f fr
ictio
n ;-
the
lear
ner
will
Ora
llyex
plai
n ho
w th
efr
ictio
nm
ight
be
4101
avoi
ded
by a
ctio
n by
the
wor
ker
and
empl
oyer
.
CA
RE
ER
PL
AC
EM
EN
TA
bilit
y to
use
_ sk
ills
in a
car
eer
situ
atio
n.
.Aft
er h
avin
g ta
ken
a fi
eld
trip
to v
isit
inst
alla
tions
of
the
mun
icip
al g
over
n-.m
ent-
f: th
e .s
tude
nt, .
inw
ritin
g,w
illde
scri
be tw
o oc
cupa
tions
whi
ch a
re li
ttle
know
n, b
ut v
alua
ble
to th
e ef
fici
ent-
,fu
nctio
ning
of
the
com
mun
ity.
Aft
er w
orki
ng o
n-th
e-jo
b fo
r on
e w
eek
in a
n oc
cupa
tion
whi
ch in
tere
sts
him
,th
ele
arne
rw
illor
ally
-de
scri
beth
ein
terp
erso
nnel
rel
atio
nshi
ps w
hich
wer
eob
serv
ed a
nd p
ossi
ble
way
s of
impr
ovin
gin
terp
erso
nal i
nter
actio
n.
.A
fter
rel
atin
g a
ittua
tion
fiom
per
sona
lex
peri
ence
whi
ch in
volv
ed r
ole
Con
-fu
sion
, ove
rloa
d, a
nd/o
r C
onfl
ict,
the
lear
ner
will
ana
lyze
,how
the
situ
atio
nco
uld
have
bee
n ha
ndel
ed to
elim
inat
e --
-__
the
part
icuL
ar p
robl
em a
rea.
-
SEL
F-SO
CIA
L F
UL
FIL
LM
EN
TA
ctiv
e an
d sa
tisfy
ing
role
in o
cciip
a-tio
nal s
ocie
ty.
,
Opt
iona
l bre
ak
A c
reat
ive
activ
ity
.r
In th
is s
ectio
n yo
u w
ill h
ave
an o
ppor
tuni
ty to
syn
thes
ize
your
pro
fess
iona
l- ex
perie
nce
with
the
care
er e
duca
tion
appr
oach
to e
duca
tion
whi
ch y
ou ti
ave
revi
ewed
in th
ispr
ogra
m. A
goo
d w
ay to
beg
in w
ould
be
to s
tart
with
an
educ
atio
nal a
ctiv
ity w
hich
you
have
con
duct
ed in
the
past
, or
with
whi
ch y
ou a
re fa
mili
ar. M
any
of y
our
past
act
iviti
esar
e, in
som
e w
ays,
com
patib
le w
ith c
aree
r ed
ucat
ion.
How
ever
, to
be m
ore
cons
iste
ntW
ith a
car
eers
cur
ricul
um y
ou w
ould
pro
babl
y ha
ve to
mod
ify; o
r, a
dapt
thes
e ac
tiviti
esT
o gi
ve y
ou a
n id
ea o
f how
you
mig
ht g
o ab
out d
oing
this
, we
sugg
est t
hat y
ou fo
llow
this
out
line'
to fi
rst d
escr
ibe
your
pas
t act
ivity
, and
then
mod
ify it
:
1. N
ame
the
activ
ity (
from
you
r pa
st e
xper
ienc
e).
2. S
tate
the
grad
e le
vel o
f the
lear
ners
invo
lved
in th
e ac
tivity
.3.
Sta
te th
e le
arne
r ob
ject
ive
for
the
activ
ity (
incl
ude
wha
t the
lear
ner
shou
ld d
o,gi
ven
wha
t res
ourc
es, a
nd h
ow w
ell h
e/sh
e sh
ould
do
it).
4. D
.esc
ribe
the
activ
ity (
give
the
nece
ssar
y de
tails
, but
kee
p it
brie
f);
5. D
escr
ibe
how
you
wou
ld m
odify
this
pas
t act
ivity
to b
e co
nsis
tent
with
car
eer
educ
atio
n. T
o do
this
, sta
te h
ow m
any
of th
e ca
reer
edu
catio
n co
ncep
ts (
cove
red
on p
ages
80-
81in
the
prog
ram
, and
on
You
r sm
all p
oste
r) y
ou c
ould
bui
ld in
to th
eac
tivity
, and
how
this
wou
ld b
e do
ne. A
lso,
sta
te h
ow y
our
mod
ified
act
ivity
mig
htco
ver
any
of th
e ei
ght e
lem
ents
/out
com
es (
cove
red
on p
ages
50-6
7 in
the
prog
ram
,an
d, o
n yo
ur la
rge
post
er).
You
r m
odifi
ed a
ctiv
ity s
houl
d st
ate
how
it is
rel
evan
t to
at le
ast t
hree
of t
he c
once
pts,
and
thre
e of
thee
lem
ents
/out
com
es.
Bef
ore
you
stal
l to
fill i
n th
e ou
tline
for
mod
ifyin
g an
act
ivity
of y
our
own,
it m
ay b
ehe
lpfu
l for
you
to s
ee a
sam
ple
of a
com
plet
ed o
utlin
e. R
emem
ber,
the
sam
ple
is o
nly
one
exam
ple
of w
hat a
mod
ified
act
ivity
mig
ht lo
ok li
ke. Y
our
activ
ity s
houl
d no
t nec
essa
rily
look
like
the
sam
ple.
Rat
her,
you
r co
mpl
eted
act
ivity
sho
uld
refle
ct y
our
inte
rest
s, a
ndex
perie
nce.
Afte
r lo
okin
g at
the
sam
ple
com
plet
ed a
ctiv
ity o
n pa
ge 9
7 , t
urn
to p
age
98
Cre
ativ
e ac
tivity
sar
rvie
1. N
ame
of A
ctiv
ityF
ield
trip
to p
ollu
ted
lake
s
2. G
rade
Lev
el o
f Lea
rner
sS
even
th g
rade
or
mid
dle
scho
ol
3. L
earn
er O
bjec
tive
Afte
r cl
ass
disc
ussi
bns
conc
erni
ng e
nviro
nmen
tal p
robl
ems,
and
. afte
r a
visi
t to
two
lake
s, o
ne w
hich
is p
olru
ted
and
one
whi
ch is
not
, the
lear
ner
will
ora
lly d
escr
ibe
two
diffe
?enc
es b
etw
een
a po
llute
d la
ke a
nd a
non
-pol
lute
d la
ke, c
ite o
ne c
ontr
ol m
etho
dfo
r re
duci
ng p
ollu
tion,
and
nam
e on
e lo
cal g
over
nmen
tal a
genc
y w
hich
is r
espo
nsib
lefo
r en
forc
ing
envi
ronm
enta
l sta
ndar
ds.,
4. D
escr
iptio
n of
You
r P
ast A
ctiv
ityB
efor
e go
ing
on th
e fie
ld tr
ip, t
he s
tude
nts
wer
e sh
own
film
s, a
nd g
iven
rea
ding
s on
envi
ronm
enta
l pro
blem
s. T
he s
tude
nts
wer
e th
en ta
ken,
in: s
choo
l bus
es, t
o tw
o la
kes
in th
e im
med
iate
are
a, o
ne w
hich
was
- be
com
ing
potlu
ted,
and
one
whi
ch-
was
not
.T
hey
took
pic
ture
s of
bot
h th
e la
kes
with
sch
ool s
uppl
ied
cam
eras
, and
col
lect
edw
ater
sam
ples
, and
sam
ples
of l
akes
ide
flora
and
faun
a to
brin
g ba
ck to
cla
ss:T
his
trip
was
follo
wed
by
a di
scus
sion
qt.
anti-
p011
utio
n &
vice
s, a
nd th
e lo
cal g
over
nmen
tal
stru
ctur
e fo
r de
alin
g w
ith p
ollu
tion.
The
mat
eria
ls c
olle
-cte
d by
the
stud
ents
wer
e la
ter
used
in th
eir
scie
nce
clas
ses.
5. M
odifi
catio
ns
the
obje
ctiv
e co
uld
be m
odifi
ed s
o- th
at th
e le
arne
r w
ill fo
cus
on c
aree
rs r
elat
ed-
topo
llutio
n co
ntro
l. A
lso,
cer
tain
:bas
ic e
duca
tion
func
tions
, suc
h as
lear
ning
how
-to
writ
e a
para
grap
h co
rrec
tly, a
nd h
ow to
use
frac
tions
deci
mal
s, e
tc.,,
coul
d be
wor
ked
,,
into
the
post
-fie
ld tr
ip w
ork.
The
follo
win
g ca
reer
edu
catio
n co
ncep
ts c
ould
be
incl
uded
in th
e ed
ucat
iona
lex
perie
nce:
The
tota
l sch
ool c
once
pt c
ould
be
invo
lved
in th
is a
ctiv
ity b
y in
volv
ing
teac
hers
,co
unse
lors
, and
oth
er p
erso
nnel
from
the
scho
ol in
the
plan
ning
of t
he a
ctiv
ity, a
nd in
seei
ng th
at th
e ac
tivity
is r
einf
orce
d in
as
man
y ot
her
area
s of
the
scho
ol a
s po
ssib
le.
The
tota
l env
ironm
ent c
once
pt.,
is a
lread
y in
volv
ed, b
ut c
ould
be
stre
ngth
ened
by
havi
ng m
embe
rs o
fth
ego
vern
men
tal
agen
cies
,whi
ch d
eal w
ith p
ollu
tion,
loca
len
viro
nmen
tal g
roup
s ar
id o
ppos
ition
gro
ups
eith
er v
isit
the
clas
s an
d ex
plai
n th
eir
wor
k,or
hav
e m
embe
rs o
f the
cla
ss.v
isit
them
and
then
rep
ort t
o th
e cl
ass.
The
han
ds-o
n co
ncep
t cou
ld b
e in
clud
ed b
y le
ttinb
k, h
e le
arne
rs v
isit
the
plac
es a
nd ta
lkw
ith th
e pe
ople
who
are
invo
lved
with
env
ironm
enta
lont
rol.
Edu
catio
n fo
r a
spec
ific
entr
y le
vel s
kill
coul
d be
gin
with
this
type
of e
xper
ienc
e by
help
ing
inte
rest
ed s
tude
nts
furt
her
inve
stig
ate
the
actu
al s
kills
nee
ded
in b
eing
a b
iolo
gist
;en
gine
er, i
nspe
ctor
, pub
lic a
dmin
istr
ator
law
yer,
. or
any
of th
e re
late
d oc
cupa
tions
whi
ch th
e st
uden
t mig
ht b
e ex
pose
d to
dur
ing
this
exp
erie
nce
(5Li
cfi-
as c
leric
aloc
cupa
tions
). T
he le
arne
rs, w
ould
als
o ha
ve a
cha
nce
to s
ee n
on p
idca
reer
s, s
uch
as.
volu
ntee
r w
orke
rs.
The
com
pete
ncy-
base
d co
ncep
t is
impl
emen
ted
by s
tatin
g he
obj
ectiv
e in
term
s of
leirn
er p
erfo
rman
ce.
The
val
uing
/dec
isio
n m
akin
g co
ncep
t wou
ld b
e in
cl d
ed b
y ha
ving
the
lear
ners
cons
ider
thei
r ow
n va
lues
in r
elat
ion
to th
e is
sues
invo
Yed
in e
nviro
nmen
tal c
ontr
ol_a
sw
ell a
s th
eir
attit
udes
tow
ards
the
vario
us ty
pes
of o
c dp
atio
ns th
at a
re d
emon
stra
ted.
The
ele
men
ts/o
utco
mes
cou
ld b
e in
clud
ed b
y:
1. h
avin
g ea
ch o
f the
lear
ners
con
side
r th
ei o
wn
pers
onal
cha
ract
eris
tics
in r
elat
ion
toth
e ex
perie
nce
and
in r
elat
ion
to o
ccup
atio
ns. (
Sel
f-A
war
enes
s, C
aree
rA
war
enes
s)2.
exp
lain
ing
how
the
educ
atio
n th
ey/a
re r
ecei
ving
cou
ld h
elp
them
pre
pare
for
any
ofth
e ca
reer
s w
hich
they
saw
illu
stra
ted
in th
e ex
perie
nce.
(E
duca
tiona
l Aw
aren
ess)
3. th
e ec
onom
ics
of e
nviro
nmen
tal c
ontr
ol, a
nd th
e re
latio
nshi
p of
the
envi
ronm
ent
to p
erso
nal e
cono
mic
s co
uld
be b
roug
ht o
ut. (
Eco
nom
ic A
war
enes
s)4.
eac
h st
uden
t cou
ld b
e en
cour
aged
to m
ake
deci
sion
s ab
out h
ow th
e tr
ip is
to b
eor
gani
zed,
and
hel
p in
car
ryin
g ou
t tho
se d
ecis
ions
. (D
ecis
ion
Mak
ing)
5. th
e at
titud
es a
nd a
ppre
ciat
ions
invo
lved
with
the
vario
us o
ccup
atio
nal a
reas
cou
ldbe
illu
stra
ted
by h
avin
g th
e st
uden
ts u
se a
que
stio
nnai
re o
n sp
eake
rs.
98
4110
1444
Exe
rcis
es
As
you
can
see,
pag
es 1
01-1
02 a
re m
ade
of s
peci
al s
elf-
copy
ing
pape
r, s
o th
atyo
u w
ill m
ake
thre
e co
pies
of y
our
mod
ified
car
eer
educ
atio
n ac
tivity
at o
netim
e.-
The
orig
inal
cop
y of
eac
h pa
ge, w
ith th
e pr
inte
d di
rect
ions
, is
for
you
toke
ep.
The
sec
ond
copy
of e
ach
page
is to
be
retu
rned
with
the
Com
pute
r A
nsw
erS
heet
in a
ccor
danc
e w
ith th
e in
stru
ctio
ns o
npa
ge 1
01.
The
third
cop
y is
you
r sp
are
copy
to b
e us
ed a
s ne
eded
.
Now
, tur
n to
pag
e 10
1.
r
Fill
in th
e fo
llow
ing
spac
es w
ith y
ou:F
low
n ed
ucat
iona
l act
ivity
, and
desc
ribe
how
, you
wou
ld m
odify
it to
fit i
nto
a ca
reer
s C
urric
ulum
. Try
to s
how
haw
you
rm
odifi
ed a
ctiv
ity is
rel
evan
t to
at le
ast t
hree
of t
he c
aree
r ed
ucat
ion
conc
epts
, and
thre
eof
the
elem
ents
/out
com
es. A
fter
com
plet
ing
this
exe
rcis
e, p
leas
eW
rite
your
iden
tific
atio
n.ng
num
ber
in th
e sp
ace
prov
ided
, and
ret
urn
one
copy
of y
our
activ
ity/w
ith th
e C
ompu
ter
Ans
wer
She
et
Iden
tific
atio
n N
umbe
r
1. N
ame
of A
ctiv
ity
2. G
rade
Lev
el o
f Lea
rner
s
3. L
earn
er O
bjec
tive
4. D
escr
iptio
n of
Pas
t Act
iVity
C-
5.M
odifi
ed A
ctiv
ity
-
Did
you
fill
in y
our
iden
tific
atio
n nu
mbe
r on
the
prev
ious
pag
e? If
so,
ple
ase
take
one
copy
of t
his
entir
e ex
erci
se a
nd r
etur
n it
with
you
r C
ompu
ter
Ans
wer
She
et.
to
Post
test
Her
e is
a p
ostte
st w
hich
will
indi
cate
to y
ou h
ow m
uch
you
have
lear
ned
from
the
prog
ram
. Sin
ce th
is d
ata
will
be
used
inre
visi
ng th
e m
ater
ials
, ple
ase
do n
ot fo
rget
to tr
ansf
er y
our
answ
ers
to th
e C
ompu
ter
Ans
wer
She
et. A
s in
the
prev
ious
cas
es,
the
data
will
not
be
used
to e
valu
ate
you.
The
test
que
stio
ns a
renu
mbe
red
39-6
8.
---
Dire
ctio
ns:
Rea
d ea
ch q
uest
ion
care
fully
, and
then
:
Sel
ect y
our
answ
er fr
om a
mon
g th
e gi
ven
choi
ces.
Rec
ord
your
ans
wer
on
the
Pos
ttest
itse
lf (in
the
book
) by
enci
rclin
gth
enu
mbi
rt-
corr
espo
ndin
g to
you
r ch
oice
.C
ompl
ete
the
test
.T
rans
fer
your
cho
ices
to th
e C
ompu
ter
Ans
wer
She
et in
spac
es 3
9-68
.M
ake
sure
you
hav
e th
e rig
ht q
uest
ion
num
ber
and
the
right
choi
ce n
umbe
r.
BE
GIN
TH
E T
ES
T
39 "
Car
eer"
prim
arily
ref
ers
to a
pai
d pr
ofes
sion
or
an o
ccup
a -,
tion,
or
serie
s of
pai
d pr
ofes
sion
s or
occ
upat
ions
, whi
ch a
pers
cin
may
hol
d fo
r a
long
per
iod
of ti
me.
The
fore
goin
gst
atem
ent i
s:
1.T
rue
.2.
Fal
se3.
Don
't K
now
40 C
aree
r D
evel
opm
ent i
s a
proc
ess
whi
ch c
an c
over
the
entir
elif
e sp
an o
f an
indi
vidu
al. T
he fo
rego
ing
stat
emen
t is:
1. T
rue
2.F
alse
3.D
on't
Kno
w
41 C
aree
r E
duca
tion
is a
noth
er n
ame
for
Voc
atio
nal E
duca
tion.
The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
42 T
he F
lorid
aLe
gisl
atur
e ha
s ap
prop
riate
d se
vera
lm
illio
ndo
llars
for
care
er e
duca
tion
prog
ram
s in
the
scho
ol d
istr
icts
.T
his
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
43 T
he r
espo
nsib
ility
_for
pla
nnin
g ca
reer
edu
catio
n pr
ogra
ms
inth
e lo
cal d
istr
icts
has
bee
n as
sum
ed b
y th
e F
lorid
a D
epar
t-m
ent o
f Edu
catio
n. T
he fo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
44 F
orm
er U
SO
E C
omm
issi
oner
Mar
land
sup
port
ed v
ocat
iona
lre
sear
ch a
nd d
evel
opm
ent p
roje
cts
focu
sed
on c
ompr
ehen
sive
care
er e
duca
tion
mod
els
with
a c
omm
itmen
t of $
9 m
illio
n, in
Sep
tem
ber,
197
1. T
he fo
rego
ing
stat
emen
t is:
1. T
rue
2.F
alse
3.D
on't
Kno
w
45 B
y 19
80, t
he r
equi
rem
ents
of o
ur te
chno
logi
cal/i
ndus
tria
lso
ciet
y ar
e an
ticip
ated
to r
aise
the
num
ber
of jo
bs r
equi
ring
colle
ge d
egre
es to
ove
r 40
%. T
he fo
rego
ing
stat
emen
t is:
1.. T
rue
2.F
alse
3.D
on't
Kno
w
105
46 It
is a
ntic
ipat
ed th
at a
typi
cal l
abor
forc
e m
embe
r in
the
next
deca
de w
ill h
old
8-12
diff
eren
t job
s in
his
/her
life
time.
The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
47 A
lthou
gh s
igni
fican
t, th
e re
sour
ces
lost
bec
ause
of '
drop
outs
on th
e hi
gh s
choo
l and
col
lege
leve
l am
ount
to le
ss th
an 4
% o
fto
tal e
duca
tiona
l exp
endi
ture
s. T
he fo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
48 W
hich
of t
he fo
llow
ing
repr
esen
ts th
e co
rrec
t ran
k or
derin
c of
the
natio
n's
ente
rpris
es in
term
s of
tota
l dol
lars
spe
nt?
1.E
duca
tion,
Def
ense
, oth
ers
2.D
efen
se, E
duca
tion,
oth
ers
3.D
on't
Kno
w
49 T
heliv
e op
erat
iona
l prin
cipl
es c
allin
g fo
r a
unifi
ed s
yste
m o
fvo
catio
nal
educ
atio
nas
rec
omm
ende
d by
the
Adv
isor
yC
ounc
il fo
r V
ocat
iona
l 'E
duca
tion
in 1
967
led
to th
e pr
esen
tca
reer
edu
catio
n co
ncep
t. T
he fo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
50 A
maj
or d
istin
guis
hing
cha
ract
eris
tic b
etw
een
care
er e
duca
-tio
n pr
ecur
sor
prog
ram
s an
d ca
reer
edu
catio
n is
that
the
latte
ris
mor
e co
mpr
ehen
sive
. The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
51M
uch
gras
s-ro
ots
supp
ort h
as g
row
n up
aro
und
the
coun
try
tosu
ppor
t car
eer
educ
atio
n. T
he fo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
52 C
aree
r E
duca
tion
is n
on a
cade
mic
in p
ersp
ectiv
e, a
nd fo
cuse
spr
imar
ily o
n pr
actic
al s
ubje
ct m
atte
r. T
he fo
rego
ing
stat
e-m
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
53 C
aree
r E
duca
tion
is in
tend
ed fo
r bo
th c
olle
ge b
ound
and
non-
colle
ge b
ound
stu
dent
s. T
his
stat
emen
t is:
1.T
rue
2.F
alse
3.D
on't
Kno
w
.54
The
em
phas
is in
car
eer
educ
atio
n is
on
the
deve
lopm
ent o
fin
divi
dual
stu
dent
pot
entia
l,- r
athe
r th
an o
n m
anpo
wer
nee
ds.
The
fore
goin
g st
atem
ent i
s:
1.T
rue
2.F
alse
3.D
on't
Kno
w
55 C
aree
r E
duca
tion
is b
est t
augh
t dur
ing
cert
ain
perio
ds d
urin
gth
e sc
hool
, day
, so
as n
ot to
dis
rupt
on-
goin
g ac
tiviti
es. T
hefo
rego
ing
stat
emen
t is:
1.T
rue
2.F
alse
13.
Don
't*K
now
56 W
hich
of t
he fo
llow
ing
stud
ent a
bilit
ies
mos
t dire
ctly
ref
lect
sE
duca
tiona
l Aw
aren
ess?
1. T
he a
bilit
y to
rec
ogni
ze th
e ne
ed fo
r di
ffere
nt k
inds
of
educ
atio
nal p
repa
ratio
n fo
r di
ffere
nt k
inds
of c
aree
rs.
2. T
he a
bilit
y to
iden
tify
care
er c
hara
cter
istic
s as
rel
ated
toso
cial
nee
ds a
nd fu
nctio
ns.
3. T
he a
bilit
y to
iden
tify
the
tool
s re
quire
d fo
r va
rious
task
s.4.
Don
't K
now
57 O
ne's
abi
lity
to c
omm
unic
ate
to o
ther
s on
e's
inte
rest
s an
dap
titud
es a
s ap
plie
d to
spe
cific
job
situ
atio
ns r
efer
s m
ost
dire
ctly
to:
1.A
ttitu
des
and
App
reci
atio
ns2.
Eco
nom
ic A
war
enes
s3.
Dec
isio
n M
akin
g4.
Em
ploy
abili
ty S
kills
5.D
on't
Kno
w
58 T
he fo
llow
ing
activ
ity w
as g
iven
. to
stud
ents
in G
rade
I: T
hest
uden
ts w
ere
to li
st o
rally
who
m th
ey w
ould
con
sult
(par
ent,
frie
nd, n
eigh
bor,
oth
er)
whe
n th
ey h
ad a
que
stio
n or
an
educ
atio
nal p
robl
em th
ey c
ould
not
sol
ve a
nd w
hy. W
hich
of
the
follo
win
g ca
reer
dev
elop
men
t out
com
es d
oes
the
activ
ityse
ek to
brin
g ab
out?
1.C
aree
r D
ecis
ions
2.E
mP
loym
ent S
kills
3.C
aree
r P
lace
men
t4.
Sel
f Soc
ial F
ulfil
lmen
t5.
Don
't K
now
..)
59 M
ost s
choo
l-bas
ed m
odel
s w
ould
agr
ee ,t
hat t
he p
hase
of
care
er e
duca
tion
mos
t apg
licab
le.to
the
mid
dle
scho
ol/ju
nior
high
yda
rs is
:,
L_,,,
1. 'E
xplo
ratio
n2.
Pre
para
tion
3. A
war
enes
s4.
Don
't K
now
106
60 T
he p
urpo
se.o
f the
US
OE
Occ
upat
iona
l Clu
ster
s is
to in
sure
that
the
indi
vidu
al w
ill:
1.be
kno
wle
dgea
ble
abou
t all
the
occu
patio
ns c
over
ed b
yth
e cl
uste
rs.
2.be
abl
e to
nar
row
dow
n hi
s ch
oice
of o
ccup
atio
ns to
one
or tw
o cl
uste
r ar
eas.
3.be
abl
e to
find
how
man
y cl
uste
rs h
e co
uld
wor
k in
.4.
Don
't K
now
61 T
he c
once
pt in
Car
eer
Edu
catio
n, o
f a le
arni
ng e
nviro
nmen
tw
hich
ext
ends
bey
ond
the
scho
ol m
ost n
early
ref
lect
s th
e:
1.T
otal
Sch
ool C
once
pt2.
Ope
n E
duca
tiona
l Sys
tem
Con
cept
3.A
war
enes
s of
Sel
f and
the
Env
ironm
ent C
once
pt4.
Tot
al E
nviro
nmen
t Con
cept
5.D
on't
Kno
w
62 T
he e
mph
asis
on
the
atta
inm
ent o
f an
entr
y le
vel s
kill
by a
llle
arne
rs m
ost n
early
ref
lect
s th
e:
1.D
ecis
ion
Mak
ing/
Val
uing
Con
cept
2.S
peci
fic S
kill
Con
cept
3.C
omix
tenc
y-B
ased
Con
cept
4.H
ands
-on
Con
cept
5.D
on't
Kno
w
63 T
om is
fini
shin
g se
vent
h gr
ade
and
is v
ery
enth
usia
stic
abo
utst
udyi
ng b
iolo
gyH
e is
goo
d in
mat
hem
atic
s an
d en
joys
phot
ogra
phy
and
pain
ting.
He
is n
ot s
ure,
how
ever
, wha
tki
nds
of jo
bs h
e m
ight
enj
oy n
or w
hat k
inds
of j
obs
biol
ogy
wou
ld le
ad h
im to
. Ass
umin
g .th
at th
e sc
hool
is c
omm
itted
toC
aree
r E
duca
tion
gdal
s, w
hich
one
of t
he fo
llow
ing
has
the
dire
ct r
espo
nsib
ility
to g
uide
Tom
?
1. T
he C
ouns
elor
and
the.
Occ
upat
iona
l Spe
cial
ist
2: T
he O
ccup
atio
nal S
peci
alis
t and
the
Bio
logy
' tea
cher
3. T
heBiology.
Tea
cher
and
eith
er th
e C
ouns
elO
r or
the
Occ
upat
iona
l Spe
cial
ist
4. T
he C
ouns
elor
, Occ
upat
iona
l Spe
cial
ist,
and
Bio
logy
Teacher.
5.D
on't
Kno
w
64In
the
prev
ious
exa
mpl
e T
om's
pro
blem
cou
ld b
e re
med
ied
to a
larg
e ex
tent
if th
e sc
hool
pro
gram
req
uire
d th
at:
1.N
o T
each
er, a
cade
mic
or
voca
tiona
l, pl
an in
stru
ctio
nw
ithou
t ide
ntify
ing
the
care
er im
plic
atio
ns o
f his
/her
subj
ect a
rea.
2. T
he C
ouns
elor
and
Tom
sho
uld
inde
pend
ently
pre
pare
aso
und
'car
eer
guid
ance
pro
gram
.3.
The
rec
omm
enda
tions
of t
he O
ccup
atio
nal S
peci
alis
tsh
ould
pre
vail
in c
ases
of s
tude
nts
with
car
eer
prob
lem
s.4.
An
appr
opria
te c
ombi
natio
n of
2 a
nd 3
.5.
Don
't K
now
65 In
a, c
erta
in s
choo
l with
a C
aree
r E
duca
tion
prog
ram
nea
rly in
oper
atio
n, T
each
er X
rec
eive
d a
requ
est f
rom
a s
tude
nt th
athe
wou
ld li
ke to
do
met
al s
culp
ture
. Sin
ce th
e sc
hool
had
rath
er li
mite
d re
sour
ces
at th
e tim
e, X
told
the
stud
ent t
ovi
sit t
he lo
cal l
ibra
ry a
nd p
rodu
ce a
sho
rt r
epor
t on
met
alsc
ulpt
ure.
Tea
cher
Y q
uest
ione
d th
e va
lidity
of t
he a
ctiv
ityan
d m
ade
the
follo
win
g su
gges
tions
to e
nsur
e th
at th
e ca
reer
need
s of
the
stud
ent w
ere
met
. Whi
ch o
ne o
f the
m is
mos
tco
mpa
tible
with
Car
eer
Edu
catio
n go
als?
1.H
ave
the
stud
ent v
isit
a pr
ivat
e m
etal
scu
lpto
r's w
orks
hop
or a
rran
ge fo
r th
e st
uden
t's p
aren
ts to
take
him
ther
e, a
san
initi
al in
trod
ucto
ry a
ctiv
ity.
2.It
is p
rem
atur
e to
pla
n an
y ac
tivity
unt
il th
e ap
prop
riate
reso
urce
s ar
rive.
3.H
ave
eith
er th
e vo
catio
nal t
each
er o
r th
eCou
nsel
or a
ssig
nth
e m
ost a
ppro
pria
te a
ctiv
ity.
4. T
he s
choo
l sho
uld
mak
e pr
ovis
ions
for
met
al s
culp
ture
tobe
taug
ht o
n th
e sc
hool
pre
mis
es.
5.D
on't
Kno
w
66 W
hich
of t
he fo
llow
ing
is n
ot p
art o
f the
Flo
rida
Sta
te G
oal
for
Car
eer
Edu
catio
n as
sta
ted
in th
e 19
73 p
ositi
on p
aper
?
1.C
aree
r E
duca
tion
shal
l .pr
ovid
e ea
ch le
arne
r w
ith th
eex
perie
nces
nece
ssar
yto
iden
tify
indi
vidu
alab
ilitie
s,in
tere
sts,
and
prio
ritie
s in
rel
atio
n to
Car
eer
Dev
elop
men
t.2.
Car
eer
Edu
catio
n sh
all,
for
each
lear
ner,
con
sist
of a
ser
ies
of le
arni
ng e
xper
ienc
es n
eces
sary
for
obta
inin
g pa
id w
ork.
3.C
aree
r E
duca
tion
shal
l pro
vide
eac
h le
arne
r w
ith th
eex
perie
nces
nec
essa
ry to
idef
itify
and
cop
e w
ith th
ose
aspe
cts
of th
e en
viro
nmen
t whi
ch p
lay
an im
port
ant r
ole
in C
aree
r D
evel
opm
ent.
4. N
one
of th
e ab
ove.
5.D
on't
Kno
w
67 T
each
ers
of a
cer
tain
sch
ool w
hich
had
just
form
ulat
ed it
sca
reer
edu
catio
n pl
an, r
ecei
ved
a se
t of b
road
-in
stru
ctio
nal
.
goal
s fr
om th
e sc
hool
for
the
year
. Whe
n th
ey m
et to
dis
cuss
plan
s of
impl
emen
ting.
the
inst
ruct
iona
l pro
gram
, Tea
cher
Asa
idit
was
impo
rtan
t to
iden
tify'
the
reso
urce
s be
fore
ever
ythi
ng e
lse
so a
s to
ord
er m
ater
ials
ear
ly. T
each
er B
disa
gree
d an
d sa
id o
ne c
ould
n't d
o it
until
the
teac
hing
obje
ctiv
es-
wer
e st
ated
firs
t. T
each
er C
arg
ued
that
pla
nnin
gin
strU
ctio
nal s
trat
egie
s w
as o
f par
amou
nt im
port
ance
sin
ce it
wou
ld th
en b
e ea
sier
to w
rite
mat
chin
g ob
ject
ives
and
iden
tify
the
need
ed r
esou
rces
. Who
was
cor
rect
?
1.T
each
er A
2.T
each
er B
3.T
each
er C
4. B
oth
A a
nd C
5.' D
on't
Kno
w
68 W
hich
of t
he fo
llow
ing
curr
ent e
duca
tiona
l pra
ctic
esis
impl
ied
also
by
Car
eer
Edu
catio
n?
1.P
erfo
rman
ce-b
ased
test
ing
and
indi
vidu
aliz
atio
n of
in- /
2. A
sep
arat
e co
urse
for
prep
arin
g st
uden
ts fo
r oc
cupa
tion
3.S
tate
men
t of i
nstr
uctio
nal o
bjec
tives
bef
ore
plan
ni4
inst
ruct
iona
l str
ateg
ies.
4.B
oth
1 an
d 3.
5.D
on't
Kno
w
stru
ctio
n.
Rem
embe
r to
tran
sfer
you
r an
swer
s to
the
Com
pute
r A
nsw
erS
heet
in th
e sp
aces
39-
68.
Don
't fo
rget
108
Che
ck y
our
answ
ers
with
the
follo
win
g:
39.2
54.1
40.1
55. 2
41.2
56.
1
42.1
57. 4
43.2
58.
1
44.
159
.1
45.2
60. 2
46.1
61. 4
47. 2
62. 2
48.1
63.4
49.1
64.
1
50.1
65.
1
51.
166
. 252
.267
.253
.168
. 4
How
did
you
do?
No.
of q
uest
ions
ans
wer
ed c
orre
ctly
:
FO
R Y
OU
R. R
EC
OR
D A
ND
US
E:
Pre
test
Num
ber
you
knew
on
the
Pre
test
Pos
ttest
NU
mbe
r yo
u no
w k
now
Gai
n fr
omP
re to
Pos
ttest
Num
ber
you
lear
ned
from
the
prog
ram
On
page
110
is a
cha
rt s
how
ing
how
the
Pos
ttest
que
stio
ns a
rere
late
d to
the
obje
ctiv
es o
f the
pro
gram
and
to th
e co
nten
t of t
hepr
ogra
m. Y
ou m
ay u
se it
, if y
ou w
ish,
to g
o ba
ck to
thos
ese
ctio
ns o
f the
pro
gram
whi
ch y
ou m
ay h
ave
had
diffi
culty
with
,an
d w
ish
to r
evie
w. I
f you
do
not w
ish
to r
evie
w, p
leas
e tu
rn to
page
111
.
A G
UID
E T
O T
HE
AC
HIE
VE
ME
NT
-OF
OB
JEC
TIV
ES
OF
TH
E M
AT
ER
IALS
Que
stio
n N
o.on
the
Pos
ttest
Obj
ectiv
e
Rel
ated
Con
tent
Info
rmat
ion
39-4
1B
e ab
le to
iden
tify,
in g
iven
sta
tem
ents
, the
con
cept
s of
"Car
eer"
, "C
aree
r de
velo
pmen
t" a
nd "
Car
eer
Edu
catio
n".
pp-3
6-46
42-4
4B
e ab
le to
iden
tify,
in g
iven
sta
tem
ents
:- fa
cts
rela
ting
topp
-27-
35--
natio
nal a
nd s
tate
leve
l leg
isla
tive
com
mitm
ent t
o C
aree
rE
duca
tion.
45-4
8B
e ab
le to
iden
tify,
in g
iven
sta
tem
ents
, evi
denc
es s
up-
pp-2
2-27
port
ive
of a
nee
d fo
r C
aree
r E
duca
tion
at th
e so
ciet
al,
indi
vidu
al a
nd in
stru
ctio
nal l
evel
s.
49-5
1B
e ab
le to
iden
tify,
in g
iven
sta
tem
ents
, the
cha
ract
eris
tics
pp-2
8-29
of C
aree
r E
duca
tion
prec
urso
r pr
ogra
ms
at th
e st
ate
and
natio
nal l
evel
s.
52-5
5B
e ab
le to
dem
onst
rate
an
awar
enes
s of
som
e co
mm
onpp
-18-
20m
isco
ncep
tions
abo
ut C
aree
r E
duca
tion.
56-5
7B
e ab
le to
mat
ch a
beh
avio
rally
sta
ted
stud
ent o
utco
me
pp-4
8-67
-72
with
the
appr
oprik
e C
CE
M E
lem
ent.
58B
e ab
le to
' mat
ch a
giv
en in
stru
ctio
nal a
ctiv
ity w
ith th
epp
-50-
65-9
3-94
appr
opria
te C
CE
M O
utco
me.
59B
e ab
leto
mat
ch, t
he C
aree
r E
duca
tion
Pha
ses
with
pp-7
0-71
-73
appr
opria
te s
choo
l yea
rs.
60B
e ab
le to
rel
ate
the
appl
icab
ility
of t
he U
SO
E c
lust
ers
topp
-74-
79C
aree
r D
evel
opm
ent.
61-6
2B
e ab
le to
mat
ch th
e re
leva
nt C
aree
r E
duca
tion
Con
cept
pp-8
0-81
with
the
appr
opria
te c
hara
cter
istic
s of
Car
eer
Edu
catio
n.
110
Que
stio
n N
o.on
the
Pos
ttest
Obj
ectiv
e
Rel
ated
Con
tent
Info
rmat
ion
63B
e ab
le to
iden
tify,
in a
giv
en h
ypot
hetic
alle
arni
ngpp
-88-
92-
situ
atio
n, h
is/h
er r
ole
in th
e C
aree
r D
evel
opm
ent o
f the
stud
ents
, as
mem
ber
of a
team
.
64B
e ab
le to
iden
tify,
in th
e gi
ven
desc
riptio
n of
a le
arni
ngpp
-88-
92si
tuat
ion,
his
/her
pro
fess
iona
l rol
e in
the
Car
eer
Dev
elop
-m
ent o
f stu
dent
s, a
s de
sign
er o
f car
eer-
orie
nted
inst
ruct
ion.
65B
e"ab
le to
iden
tify,
in a
giv
en le
arni
ng s
ituat
ion,
his
/her
rol
epp
-88-
92in
the
Car
eer
Dev
elop
men
t of s
tude
nts
as c
oord
inat
or o
fco
mm
unity
res
ourc
es a
nd th
e le
arne
rs' e
xper
ienc
es.
66B
e ab
le to
iden
tify,
in th
e gi
ven
goal
sta
tem
ents
, the
pp-8
3-87
com
plet
e/pa
rtia
l car
eer
educ
atio
n go
al s
tate
men
t of t
heS
tate
of F
lorid
a.
67B
e ab
le to
rel
ate
goal
set
ting
to th
e ot
her
step
s of
the
pp-8
2pl
anni
ng a
nd im
plem
enta
tion
proc
ess.
68B
e ab
le to
iden
tify-
the
elem
ents
that
are
com
mon
/non
-pp
-69,
80-
81, 9
1-92
com
mon
to c
urre
nt e
duca
tiona
l pra
ctic
es_a
pa. t
he 'r
ecom
-m
ende
d ca
reer
. edu
catio
nal p
ract
ices
.
Edu
catio
najc
onsu
ltant
opin
ion
ques
tionn
aire
Dire
ctio
ns:
_Thi
s se
ctio
n co
ntai
ns q
uest
ions
num
bere
d fr
om 6
9-80
.In
ans
wer
ing
...th
is q
uest
ionn
aire
you
will
be
eval
uatin
g th
ein
stru
ctio
nal ,
Mai
eria
ls. Y
our
opin
ions
and
the
info
rmat
ion
you
prov
ide
will
ass
ist t
he S
tate
Dep
artm
ent o
f Edu
catio
n in
dec
idin
gon
the
valid
ity o
f the
mat
eria
ls fo
r si
mila
r in
-ser
vice
pro
gram
s.T
his
info
rmat
ion
will
be
held
in th
e st
ricte
st c
onfid
ence
. We
wou
ld a
ppre
ciat
e yo
ur b
eing
abs
olut
ely
cand
id in
you
r ev
alua
-tio
n.
Ple
ase
read
eac
h'qu
estio
n ca
refu
lly, t
hen
sele
ct y
our
answ
er fr
om a
mon
g th
e gi
ven
choi
ces.
Indi
cate
you
r ch
oice
on th
e C
ompu
ter
Ans
wer
She
et. T
o do
so,
sim
ply
blac
ken
with
the
penC
il pr
ovid
ed w
ith th
e m
ater
ials
ttie
spa
ce th
atco
rres
pond
s tO
you
r ch
oice
. Mak
e su
re th
at y
ou m
ark
your
answ
er in
the
'cor
rect
spa
ce. R
emem
ber,
que
stio
n nu
mbe
rsru
n A
CR
OS
S th
e an
swer
she
et!
69 W
hicf
,of
the
follo
win
g m
ost a
ccur
atel
y de
scrib
es y
our
expe
rienc
e in
goi
ng th
roug
h th
e in
stru
ctio
nal m
ater
ials
?
1.E
njoy
able
; and
res
ulte
d in
a lo
t of l
earn
ing
2.E
njoy
able
; but
res
ulte
d in
ver
y lit
tle le
arni
ng3.
Bor
ing;
and
res
ulte
d in
ver
y lit
tle le
arni
ng4.
Bor
ing;
but
res
uite
d in
a lo
t of l
earn
ing
70 A
ppro
xim
atel
y ho
w m
any
brea
ks d
id y
ou ta
ke d
urin
g th
eco
urse
of t
he P
rogr
am (
excl
ude
test
s an
d qu
estio
nnai
res)
?
1.N
one'
'2.
1-3
brea
ks3.
4-6
brea
ks4.
7-10
bre
aks
5.M
ore
than
10
brea
ks
,
71A
ppro
xim
atel
y ho
w m
uch
time
(exc
lude
bre
aks)
did
you
take
to c
ompl
ete
all t
he m
ater
ials
(in
clud
ing
test
s an
d qu
estio
n-na
ires)
?
1.Le
ss th
an th
ree
hour
s2.
3-4
hour
s\
3.4-
5 ho
urs
4.5-
6 ho
urs
5.M
ore
than
6 h
ours
72 W
oLild
you
rec
omm
end
that
a\s
elf-
inst
ruct
iona
l app
roac
h su
chas
the
one
follo
wed
in th
ese
mat
eria
ls, b
e us
ed in
sim
ilar
in-s
ervi
ce p
rogr
ams
(tha
t dis
sem
inat
e in
form
atio
n)?
1.Y
es.
All
such
in-s
ervi
cepr
ogra
ms
shou
ldus
ese
lf-
inst
ruct
iona
l mat
eria
ls.
2.Y
es. S
elf-
inst
ruct
iona
l mat
eria
ls a
re ju
st a
s ef
fect
ive
asot
her
in-s
ervi
ce tr
aini
ng m
etho
ds s
o yo
u co
uld
use
one
orth
e ot
her.
3.N
o. A
.Itlio
ugh
self-
inst
ruct
iona
l mat
eria
ls m
ay w
ork,
they
-ar
e le
ss e
ffect
ive
than
oth
er in
-ser
vice
trai
ning
met
hods
.4.
No.
In-s
ervi
cetr
aini
ng p
rogr
ams
shou
ld n
ot "
Lae
self-
inst
ruct
iona
l mat
eria
ls.
73 W
hich
of:t
he fo
llow
ing
mos
t acc
urat
ely
desc
ribes
.you
r us
e of
the
mat
eria
ls?
1.I u
sed
them
in a
gro
up s
ettin
g; I
liked
the
setti
ng.
2.I u
sed
them
in.a
gro
up s
ettin
g;I d
id n
ot li
ke th
e'se
tting
.3.
I use
d th
em in
an
indi
vidu
al s
ettin
g; I
liked
the
setti
ng.
rA4.
Ius
ed th
em in
an
indi
vidu
al s
ettin
g; I
did
not l
ike
the
setti
ng.
1
74 W
hat "
is y
our
opin
ion
abou
t sel
f-in
stru
ctio
nal m
ater
ials
inre
latio
n to
adu
lt le
arne
rs?
1.| w
ould
,,co
mm
end
self-
inst
ruct
iona
l mat
eria
ls fo
r al
lle
arne
rs.
2.I w
ould
not
rec
omm
end
self-
inst
ruct
jona
l mat
eria
ls fo
rad
ult l
earn
ers
as m
uch
as fo
r yo
unge
r le
arne
rs.
3.S
elf-
inst
ruct
iona
l mat
eria
ls s
houl
d no
t" b
e us
ed fo
r ad
ult
lear
ners
.4.
l w
ould
not
rec
omm
end
self-
inst
ruct
iona
l mat
eria
ls fo
rle
arne
rs a
t any
leve
l.
75 W
hich
of t
he fo
llow
ing,
in y
our
opin
ion,
cha
ract
eriz
es th
edi
rect
ions
use
d in
thes
e m
ater
ials
?
1.O
vers
impl
ified
2. T
oo c
ompl
icat
ed3.
App
ropr
iate
4.C
onfu
sing
76 W
hich
of t
he fo
llow
ing
refle
cts
your
opi
nion
abo
ut th
enu
mbe
rsof
dire
ctio
ns u
sed
in th
ese
mat
eria
ls?
1. A
n un
nece
ssar
y nu
mbe
r2.
Not
eno
ugh
3.A
ppro
pria
te
77 C
onsi
derin
g th
e fa
ct th
at in
form
atio
n w
as d
isse
min
ated
toyo
u th
roug
h th
ese
mat
eria
ls b
y a
rem
ote
agen
t, ho
w d
o yo
uth
ink
it af
fect
ed y
our
lear
ning
?
1.It
caus
ed n
o pr
oble
ms
in le
arni
ng.
2.It
crea
ted
min
or p
robl
ems,
but
mad
e no
diff
eren
ce in
my
lear
ning
.3.
It ca
used
ser
ious
pro
blem
s in
lear
ning
. I w
ould
hav
e lik
edpe
rson
al c
onta
ct w
ith th
ose
who
des
igne
d th
e m
ater
ials
.4.
Per
sona
l con
tact
with
thos
e w
ho d
esig
ned
the
mat
eria
ls is
cruc
ial.
Lack
of s
uch
a co
ntac
t was
the
maj
or o
bsta
cle
tom
y le
arni
ng.
78 W
hich
of t
he fo
lloW
ing
mos
t acc
urat
ely
desc
ribes
you
rop
inio
n ab
out u
sing
con
tem
pora
ry g
raph
ics
(diff
eren
t kin
dsof
pap
er, t
ype
size
, art
wor
k, p
oste
rs, e
tc.)
alo
ng w
ith p
rinte
dm
ater
ials
des
igne
d fo
r an
adu
lt le
arne
r?
.1.
The
y m
ake
the
mat
eria
ls e
njoy
able
and
cla
rify
conc
epts
bette
r.2.
The
y ar
e en
tert
aini
ng b
ut te
nd to
ove
rsim
plify
con
cept
sfo
r an
odu
lt le
arne
r.3.
The
y do
not
hav
e an
y va
lue
othe
r th
an m
akin
g m
ater
ials
attr
activ
e.4.
The
y sh
ould
not
be
used
sin
ce th
ey c
onfu
se th
e le
arne
r.5.
The
y sh
ould
not
be
used
sin
ce th
ey d
istr
act t
he le
arne
r..
79 N
ow u
sefu
l, do
you
thin
k, w
ill th
ese
mat
eria
ls b
e to
you
inyo
ur p
rofe
ssio
n?
1.N
ot a
t ail
2. N
ot m
uch,
oth
er th
an a
s a
gene
ral i
nfor
mat
ion
aid
3.M
ay s
omet
imes
be
usef
ul4.
Will
be
of-d
irect
pro
fess
iona
l use
in th
e fo
rese
eabl
e fu
ture
80T
hese
mat
eria
ls w
ere
desi
gned
' to
info
rm y
ou a
bout
the
back
grou
nd, b
asic
con
cept
s an
d im
plem
enta
tion
stru
ctur
e of
care
er e
duca
tion.
In th
e lig
ht o
f thi
s ob
ject
ive,
wha
t is
your
over
all e
valu
atio
n of
the
mat
eria
ls?
1.E
xcel
lent
2.V
ery
Goo
d3.
Goo
d4.
Fai
r5.
Poo
r
Rem
embe
r to
tran
sfer
you
r an
swer
s to
the
Com
pute
r A
nsw
erS
heet
inha
ces
68-8
0.
Ple
ase
put y
our
Com
pute
r A
nsw
er S
heet
and
the
seco
nd c
opy
ofpa
ges
101-
102
in th
e re
turn
env
elop
e.
If yo
u ar
e w
orki
ng in
a gr
oup,
giv
eth
is e
nvel
ope
to y
our
grou
p le
ader
.
If yo
u ar
e w
orki
ng a
lone
, sea
l the
env
elop
e an
d dr
op it
in a
nym
ailb
ox.
If yo
u ha
ve a
ny s
ugge
stio
ns w
hic/
i you
feel
cou
ld h
elp
us in
prod
ucin
g a
bette
r pr
ogra
m, p
leas
e fe
el fr
ee to
writ
e an
d gi
ve u
syo
ur th
ough
ts. Y
ou m
ay in
clud
e th
is w
ith th
e da
ta y
ou r
etur
n.
The
Pro
-CE
SS
sta
ff th
anks
you
for
your
coo
pera
tion
and
wis
hes
you
the
best
of l
uck
and
succ
ess.
114
Bib
liogr
aphy
Gen
eral
Ref
eren
ces
Car
eer
Edu
catio
n.. U
.S. D
epar
tmen
t of H
ealth
. Edu
catio
n, a
nd W
elfa
re(1
972)
Pam
phle
t: .2
0 U
.S. G
over
nmen
t
An
exce
llent
, brie
f, in
expe
nsiv
e ex
plan
atio
n of
the
very
bas
ic c
once
pts
of c
aree
r ed
ucat
ion.
Mos
t use
ful f
or c
omm
unity
gro
ups
and
thos
e w
hone
ed o
nly
the
brie
fest
exp
lana
tion.
Car
eer
Edu
catio
n In
Flo
rida.
Sta
te D
epar
tmen
t of E
duca
tion,
(19
73)
Pap
er:
The
offi
cial
inte
rpre
tatio
n of
the
stat
e's
goal
s an
d co
ncer
ns in
car
eer
educ
atio
n.
Car
eer
Edu
catio
n: P
ersp
ectiv
e an
d P
rom
ise.
Gol
dham
mer
, Kei
th,
and
Tay
lor,
Rob
ert E
.,C
harle
sE
.M
erril
Pub
lishi
ng C
o., (
1972
)
Boo
k:
Thi
s bo
ok o
f rea
ding
s in
Car
eer
Edu
catio
n co
ntai
ns fa
irly
rece
nt p
aper
s,sp
eech
es, a
nd s
tate
men
ts o
n a
wid
e ra
nge
of to
pics
. Pro
babl
y th
e be
stbo
ok o
f rea
ding
s on
the
subj
ect,
pirt
icul
arly
per
tinen
t to
thos
ein
tere
sted
in c
aree
r ed
ucat
ion
theo
ry.
Car
eer
Edu
catio
n: W
hat I
t Is
And
How
To
Do
It. H
oyt,
Ken
neth
B.,
etal
., O
lym
pus
Pub
lishi
ng C
ompa
ny (
1972
)
Boo
k:
One
of t
he v
ery
first
com
preh
ensi
ve e
xpla
natio
ns o
f car
eer
educ
atio
n,th
is p
ract
ical
ly o
rient
ed te
xt q
uick
ly b
ecam
e th
e "s
tand
ard"
ref
eren
cein
the
early
day
s of
car
eer
educ
atio
n. S
till u
p to
dat
e, it
offe
rs p
ract
ical
sugg
estio
ns fa
r pr
ogra
m p
lann
ers,
and
som
e ge
nera
l gui
delin
es fo
rte
ache
rs.
The
Em
ergi
ng $
choo
l-Bas
ed C
ompr
ehen
sive
Edu
catio
n M
odel
. Mill
er,
A.J
., T
he C
ente
r F
or V
ocat
iona
l and
Tec
hnic
al E
duca
tion,
Ohi
o S
tate
Uni
vers
ity, (
Apr
il, 1
972)
Pap
er:
A.J
. Mill
er, o
ne o
f the
orig
inat
ors
of th
e C
ompr
ehen
sive
Car
eer
Edu
catio
n M
odel
(C
CE
M)
whi
ch b
eiam
e th
e "s
tand
ard"
eig
ht e
lem
ent/
outc
ome
mod
el g
ives
an
exce
llent
ove
rvie
w o
f the
ent
ire m
odal
.P
rese
nted
at t
he N
atio
nal C
onfe
renc
e O
n C
aree
r E
duca
tion
For
Dea
nsof
Col
lege
s of
Edu
catio
n.
Car
eer
Dev
elop
men
t.
-
Car
eer.
Dev
elop
men
t: G
row
th a
nd C
risis
. Kro
ll, A
rthu
r M
ayna
rd, W
iley,
(197
0)
Boo
k:
A d
etai
led
trea
tmen
t of t
he c
aree
r de
velo
pmen
t pro
cess
, inc
ludi
ngse
ctio
ns d
ealin
g w
ith s
uch
basi
c co
ncep
ts s
uch
as th
e se
lf, a
nd s
ocia
lre
fere
nce
grou
ps.
Impl
icat
ion{
For
Car
eer
Edu
catio
n of
Res
earc
h an
d T
heor
y O
rr C
aree
rD
evel
opm
ent.
Osi
pow
, Sam
uel H
., T
he C
ente
r F
or V
ocat
iona
l and
Tec
hnic
al E
duca
tion,
Ohi
o S
tate
Uni
vers
ity, (
Apr
il, 1
972)
Pap
er:
Thi
s ex
celle
nt p
aper
, pre
sent
ed a
t the
Nat
iona
l Con
fere
nce
On
Car
eer
Edu
catio
n F
or D
eans
of C
olle
ges
of E
duca
tion
give
s a
com
plet
e re
view
of th
e re
sear
ch a
nd ,t
heor
etic
al c
onst
ruct
s th
at h
ave
been
use
d to
unde
rgird
the
care
er e
duca
tion
mov
emen
t.
Rev
iew
and
Syn
thes
is o
f Fou
ndat
ions
For
Car
eer
Edu
catio
n. H
err,
Edw
in L
., E
.R.I.
C. C
lear
ingh
ouse
on
Voc
atio
nal a
nd T
echn
ical
Edu
ca-
tion,
Info
rmat
ion
Ser
ies
Num
ber
61, V
T: 0
14 8
05 (
Mar
ch, 1
972)
Pap
er:,
-
Dr.
Her
r tr
aces
the
early
pre
curs
ors
in th
e ca
reer
dev
elop
men
t fie
ld a
nddr
aws
conc
lusi
ons
from
thes
e fin
ding
s ab
out t
he m
ost l
ogic
al w
ay to
stru
ctur
e ca
reer
edu
catio
n pr
ogra
ms.
Car
eer
Edu
catio
n G
uida
nce/
Cou
nsel
ing
Car
eer
Dev
elop
men
t: A
Cal
iforn
ia M
odel
For
Car
eer
Gui
danc
e C
ur-
ricul
umK
-Adu
lt.C
alifo
rnia
Per
sonn
el a
nd G
uida
nce
Ass
ocia
tion,
Mon
ogra
ph N
umbe
r 5,
(19
72)
Mon
ogra
ph:
Thi
s he
lpfu
l and
det
aile
d pl
an fo
r a
care
ers
curr
icul
um is
pat
tern
ed a
fter
the
com
preh
ensi
ve c
aree
r ed
ucat
ion
mod
els,
'and
. is
built
aro
und
the
fam
iliar
eig
ht e
lem
ents
/out
com
es. T
he m
odel
str
esse
s th
e ro
le o
fgu
idan
ce in
the
care
er e
duca
tion
prog
ram
.
Car
eer
DeV
elop
then
t Gui
danc
e, 'C
ouns
elin
g, e
nd P
la,.e
men
t Pro
gram
Con
tent
and
Ope
ratio
n M
anua
l. C
olle
ge/ o
f Edu
catio
n, U
nive
rsity
of
Mis
sour
i, (1
972)
Pap
ers:
Thi
s co
mpi
latio
n of
the
Nat
iona
l Tra
inin
g C
onfe
renc
e ha
s a
deta
iled
desc
riptio
n of
the
vario
us c
aree
r ed
ucat
ion
mod
els
whi
ch a
re in
com
mon
use
as
wel
l as
an e
xcel
lent
sec
tion
on p
rogr
am e
valu
atio
n.
Res
ourc
es a
nd P
erso
nnel
Dev
elop
men
t
Car
eer
Edu
catio
n: A
n A
nnot
ated
Bib
liogr
aphy
For
Tea
cher
s an
dC
urric
ulum
Dev
elop
ers.
Beg
le,
Els
ie,
etal
., A
mer
ican
Inst
itute
s of
Res
earc
h, (
1973
)
Boo
k:
Bes
ides
con
tain
ing
anex
celle
nt b
itogr
aphy
on
vario
us s
ubje
cts
conn
ecte
d w
ith c
aree
r ed
ucat
ion,
the
intr
oduc
tion
is o
ne o
f the
bet
ter,
succ
inct
sta
tem
ents
of c
aree
r ed
uCat
ion.
Car
eer
Edu
catio
n In
-Ser
vice
Tra
inin
g G
uide
. Kel
ler,
Lou
ise
J., G
ener
alLe
arni
ng C
orpo
ratio
n, (
1972
)
Boo
k:
Bes
ides
an
exce
llent
intr
oduc
tion
to c
aree
r ed
ucat
ion,
this
boo
k go
esin
to d
etai
l con
cern
ing
the
impl
icat
ions
of t
he C
ompr
ehen
sive
Car
eer
Edu
catio
n M
atrix
. The
mos
t use
ful p
ortio
n of
the
book
is a
gui
de to
obje
ctiv
es a
nd a
ctiv
ities
, by
grad
e le
vel,
whi
ch is
cor
rela
ted
with
the
actu
al d
escr
iptio
n of
suc
h ac
tiviti
es in
the
com
pani
on v
olum
e, "
Car
eer
Edd
catio
n R
esou
rce
Gui
de."
Tog
ethe
r, th
e tw
o vo
lum
es fo
rm th
e m
ost
com
preh
ensi
ve a
nd p
ract
ical
hel
per
for
trai
ning
teac
hers
and
oth
ered
ucat
iona
l per
sonn
el th
at w
e ha
ve s
een,
so
far.
Car
eer
Edu
catio
n R
esou
rce
Gui
de.
Gen
eral
Lea
rnin
g C
orpo
ratio
n,(1
972)
Boo
k:
An
exce
llent
com
pila
tion
of r
esou
rce
mat
eria
ls fo
r te
ache
rs,,d
ivid
edin
to to
pic
area
s, b
y gr
ade
leve
l, an
d co
ntai
ning
the
com
plet
e ob
ject
ive
and
activ
ity fo
r ea
ch to
pic
and
leve
l. T
his
volu
me
is th
e co
mpa
nion
toth
e m
ore
gene
ral,
"Car
eer
Edu
catio
n In
-Ser
vice
Tra
inin
g G
uide
."
Intr
oduc
ing
Car
eer
Edu
catio
n to
Tea
cher
s: A
Han
dboo
k F
or C
on-
sulta
nts,
Wor
ksho
p Le
ader
i, an
d T
each
er E
duca
tors
. AB
LE M
odel
Pro
gram
, Nor
ther
n Ill
inoi
s U
nive
rsity
, (19
72)
Boo
k:
A p
ract
ical
gui
de to
key
con
cept
s, w
orks
hop
activ
ities
, and
con
cern
san
d st
rate
gies
.
Car
eer
Edu
catio
nIm
plem
enta
tion
Car
eer
Edu
catio
nA H
andb
ook
of F
undi
ng R
esou
rces
. Rya
n, C
harle
sW
., H
ough
ton
Miff
lin C
ompa
ny, (
1973
)
Boo
k:
Con
tain
s us
eful
info
rmat
ion
abou
t fun
ding
res
ourc
es a
nd p
repa
ratio
n of
prop
osal
s fo
r fu
ndin
g.
Car
eer
Edu
catio
n P
ract
ice.
Bud
ke, W
esle
y, E
., E
.R.I.
C. C
lear
ingh
ouse
on V
ocat
iona
l and
Tec
hnic
al E
duca
tion,
Info
rmat
ion
Ser
ies
Num
ber
65, V
T 0
17 2
21, (
Dec
embe
r, 1
972)
Boo
k:
Thi
s bo
ok d
eals
ext
ensi
vely
with
the
char
acte
ristic
s of
car
eer
educ
atio
nm
odel
s, s
choo
l-bas
ed p
rogr
ams,
pla
nnin
g an
d ad
min
istr
ativ
e pr
oble
ms
and
resp
onsi
bilit
ies,
and
ope
ratio
nal a
ctiv
ities
. Mos
t use
ful f
or p
rogr
ampl
anne
rs a
nd a
dmin
istr
ator
s.
Car
eer
Edu
catio
n: A
Han
dboo
k F
or Im
plem
enta
tion.
Div
isio
n of
Voc
atio
nal a
nd T
echn
ical
Edu
catio
n, B
urea
u of
Adu
lt, V
ocat
iona
l, an
dT
echn
ical
Edu
catio
n, U
.S. O
ffice
of E
duca
tion
(197
2)
Boo
k:
Writ
ten
for
wid
espr
ead
dist
ribut
ion
durin
g th
e fir
st d
ays
of th
e ca
reer
educ
atio
n m
ovem
ent,
this
sm
all b
oo):
ref
lect
s th
e sa
me
view
s th
at H
oyt,
et a
l., e
xpre
ssed
in th
eir
earli
er b
ook,
with
mor
e em
phas
i; on
pra
ctic
alim
plem
enta
tion
stra
tegi
es.
1
Pro
duct
of.
Pro
ject
-P
RO
-CE
§SP
RO
fess
iona
l Car
eer
Edu
cato
r's S
elf-
inst
ruct
iona
l Sys
tem
.
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MOORS BUSINESS FORMS, N INABF STOCK NO, 404 B
es
a total school concepts
a total environmentconcept.
education for awarenessof selfand the environment.
an educational system,which can encompass the
mi. learner's entire life cycle.
education for a specificentry leveloccupational skill.
hands-on education.
etency- asededucation.
an open educationalsystem.
education for valuing anddecision making.